Knowledge Construction, Meaning-Making and Interaction in CLIL Science Classroom Communities of Practice

Autor/inn/en	Evnitskaya, Natalia; Morton, Tom
Titel	Knowledge Construction, Meaning-Making and Interaction in CLIL Science Classroom Communities of Practice
Quelle	In: Language and Education, 25 (2011) 2, S.109-127 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
Schlagwörter	Discourse Analysis; Science Education; Classroom Communication; Teaching Methods; Secondary School Students; Second Language Learning; Foreign Countries; Sociolinguistics; Language Usage; Genetics; Biology; Bilingual Education; Spanish; Romance Languages; English (Second Language); Language of Instruction; Spain + Suchen Sie Ihr Suchwort? Diskursanalyse; Naturwissenschaftliche Bildung; Klassengespräch; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; Zweitsprachenerwerb; Ausland; Soziolinguistik; Sprachgebrauch; Humangenetik; Biologie; Bilingual teaching; Bilingualer Unterricht; Spanisch; Romanische Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Spanien
Abstract	This paper draws on Wenger's model of community of practice to present preliminary findings on how processes of negotiation of meaning and identity formation occur in knowledge construction, meaning-making and interaction in two secondary Content and Language Integrated Learning (CLIL) science classrooms. It uses a multimodal conversation analysis methodology to provide detailed analyses of how teachers and students use talk-in-interaction and other semiotic resources to build and maintain their communities of practice. The data come from two CLIL classrooms in Spain in the same curricular area (biology) but which differ in geographical and sociolinguistic context (Barcelona and Madrid), and in terms of age, level of secondary education and pedagogical approach. The findings show the complex patterns of participation and reification as teachers and learners use different linguistic and other resources to make meaning. The paper argues that a combination of Wenger's meso-level practice model and micro-level multimodal conversation analysis is highly effective in elucidating how learning and identity formation are accomplished in CLIL classrooms. It also suggests that the efforts to understand classroom processes and language use in CLIL classrooms can be strengthened by forging links between CLIL research and the classroom discourse work across different disciplines. (Contains 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10