{"title":"Ana Llinares & Tom Morton (Eds.). (2017) Applied Linguistics Perspectives on CLIL","authors":"Francisco Lorenzo","doi":"10.1075/JICB.18015.LOR","DOIUrl":"https://doi.org/10.1075/JICB.18015.LOR","url":null,"abstract":"","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"9 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85205224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper combines the perspectives of applied linguistics and history education in order to explore the viability of a genuinely non-binary pedagogy for content and language integration. Cognitive Discourse Functions (CDFs) are mapped against the model of historical competences underlying the current Austrian secondary history curriculum. The theoretical analysis shows the performance of CDFs as central to the constitution of historical competences. For the empirical part of the study, two complete didactic units on the topic of the Industrial Revolution were recorded, and oral and written utterances by students were analysed both in terms of CDF use and historical competences. The results confirm a significant connection between competences and CDFs. We argue that some explicit attention to CDFs and the linguistic resources necessary for their competent verbalization could significantly enhance the subject literacy level of Austrian CLIL history learners in both oral and written production.
{"title":"Cognitive Discourse Functions meet historical competences","authors":"Christiane Dalton-Puffer, Silvia Bauer-Marschallinger","doi":"10.1075/JICB.17017.DAL","DOIUrl":"https://doi.org/10.1075/JICB.17017.DAL","url":null,"abstract":"\u0000 This paper combines the perspectives of applied linguistics and history education in order to explore the\u0000 viability of a genuinely non-binary pedagogy for content and language integration. Cognitive Discourse Functions (CDFs) are mapped\u0000 against the model of historical competences underlying the current Austrian secondary history curriculum. The theoretical analysis\u0000 shows the performance of CDFs as central to the constitution of historical competences. For the empirical part of the study, two\u0000 complete didactic units on the topic of the Industrial Revolution were recorded, and oral and written utterances by students were\u0000 analysed both in terms of CDF use and historical competences. The results confirm a significant connection between competences and\u0000 CDFs. We argue that some explicit attention to CDFs and the linguistic resources necessary for their competent\u0000 verbalization could significantly enhance the subject literacy level of Austrian CLIL history learners in both oral and written\u0000 production.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"46 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89776669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Content and language integrated learning (CLIL), an educational approach using a foreign language to teach non-language subjects, has been consistently gaining in popularity. Despite an increasing research base suggesting its benefits for general language proficiency, the contribution made to learning and using subject-specific target language elements is largely under-researched. This paper addresses one aspect of this, i.e. students’ use of subject-specific vocabulary in CLIL classroom communication. We propose a holistic model for identifying both single and multi-word lexical units specific to the school subject in oral classroom data, integrating corpus-linguistic and qualitative data analysis. The method is trialled using a data set of 16 hours of secondary-school CLIL classroom data within the subject of European economics and politics in Year 12. Findings show that a holistic definition of subject-specific vocabulary is vital, and that the model constitutes an adequate and flexible tool for specifying CLIL terminology in oral classroom discourse.
{"title":"Capturing technical terms in spoken CLIL","authors":"Angelika Rieder-Bünemann, Julia Hüttner, Ute Smit","doi":"10.1075/JICB.17029.RIE","DOIUrl":"https://doi.org/10.1075/JICB.17029.RIE","url":null,"abstract":"\u0000 Content and language integrated learning (CLIL), an educational approach using a foreign language to teach\u0000 non-language subjects, has been consistently gaining in popularity. Despite an increasing research base suggesting its benefits\u0000 for general language proficiency, the contribution made to learning and using subject-specific target language elements is largely\u0000 under-researched. This paper addresses one aspect of this, i.e. students’ use of subject-specific vocabulary in CLIL classroom\u0000 communication. We propose a holistic model for identifying both single and multi-word lexical units specific to the school subject\u0000 in oral classroom data, integrating corpus-linguistic and qualitative data analysis. The method is trialled using a data set of 16\u0000 hours of secondary-school CLIL classroom data within the subject of European economics and politics in Year 12. Findings show that\u0000 a holistic definition of subject-specific vocabulary is vital, and that the model constitutes an adequate and flexible tool for\u0000 specifying CLIL terminology in oral classroom discourse.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88898887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Anita Hernández, Sylvia Bonscher, Patricia Recio, Johanna Esquivel, Melissa Hererra
This study analyzes a professional development intervention for preservice teachers that integrates language-acquisition strategies and academic content. The intervention is based on the Guided Language Acquisition Design (Project GLAD) and an elementary school’s science curriculum (FOSS), which included elements of effective professional development: active learning, models of effective practice, a focus on content, job-embeddedness, and reflection. The Teaching English to Speakers of Other Languages (TESOL) and Bilingual Education-certified preservice teachers found that scaffolding context-reduced and cognitively-demanding lessons were foundational for content and language learning. Helping to plan lessons, creating lesson materials, and implementing them with third-grade dual-language students were key to the preservice teachers’ pedagogical content knowledge of integrating language and content. This study illustrates how situated learning experiences are beneficial for preservice teachers to orchestrate effective integration of language and content instruction for students in dual-language classrooms.
{"title":"Crossing over","authors":"Anita Hernández, Sylvia Bonscher, Patricia Recio, Johanna Esquivel, Melissa Hererra","doi":"10.1075/JICB.17018.HER","DOIUrl":"https://doi.org/10.1075/JICB.17018.HER","url":null,"abstract":"\u0000 This study analyzes a professional development intervention for preservice teachers that integrates\u0000 language-acquisition strategies and academic content. The intervention is based on the Guided Language Acquisition Design (Project\u0000 GLAD) and an elementary school’s science curriculum (FOSS), which included elements of effective professional development: active\u0000 learning, models of effective practice, a focus on content, job-embeddedness, and reflection.\u0000 The Teaching English to Speakers of Other Languages (TESOL) and Bilingual Education-certified preservice teachers\u0000 found that scaffolding context-reduced and cognitively-demanding lessons were foundational for content and language learning.\u0000 Helping to plan lessons, creating lesson materials, and implementing them with third-grade dual-language students were key to the\u0000 preservice teachers’ pedagogical content knowledge of integrating language and content. This study illustrates how situated\u0000 learning experiences are beneficial for preservice teachers to orchestrate effective integration of language and content\u0000 instruction for students in dual-language classrooms.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"22 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75829003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Although the incorporation of English Medium Instruction (EMI) in multilingual higher education institutions is widely accepted, it may be a source of tension for university professors for whom English is an additional language, particularly when both teacher and students share an L1 other than English. A need exists to examine how linguistic attributes of EMI are interpreted and executed by participants. This study focuses on dialogue between a content specialist and a language specialist during an EMI teacher development partnership at a multilingual Catalan university. Membership Category Analysis (MCA) explores the categories made relevant in interaction, category associated features and responsibilities, and their procedural relevance within the interaction. The article focuses on results relating to the emerging identities of EMI classroom participants and related linguistic attributes. The results shed light on tensions relating to language use in EMI, and may inform EMI teacher development processes and classroom language policy.
{"title":"EMI teacher and student identities and linguistic practices","authors":"J. Ploettner","doi":"10.1075/JICB.18002.PLO","DOIUrl":"https://doi.org/10.1075/JICB.18002.PLO","url":null,"abstract":"\u0000 Although the incorporation of English Medium Instruction (EMI) in multilingual higher education institutions is widely\u0000 accepted, it may be a source of tension for university professors for whom English is an additional language, particularly when both teacher\u0000 and students share an L1 other than English. A need exists to examine how linguistic attributes of EMI are interpreted and executed by\u0000 participants. This study focuses on dialogue between a content specialist and a language specialist during an EMI teacher development\u0000 partnership at a multilingual Catalan university. Membership Category Analysis (MCA) explores the categories made relevant in interaction,\u0000 category associated features and responsibilities, and their procedural relevance within the interaction. The article focuses on results\u0000 relating to the emerging identities of EMI classroom participants and related linguistic attributes. The results shed light on tensions\u0000 relating to language use in EMI, and may inform EMI teacher development processes and classroom language policy.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"22 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81182225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Important components of the teacher knowledge base are how aware a teacher is of language (including how it is acquired and best taught), as well as their language ideologies. Because a combination of ideologies and awareness may guide many pedagogical decisions, this mixed-methods sequential explanatory study explored prevalent language ideological orientations of educators in a dual language immersion (DLI) context, their degrees of Teacher Language Awareness (TLA), and the relationship between the two. Findings revealed that participants with high degrees of TLA oriented significantly more positively towards additive language ideologies, while educators with low degrees of TLA were significantly more likely to orient toward deficit ideologies. Data from cases representing high and low degrees of TLA provide an in-depth view of the relationship between teachers’ TLA and ideologies in practice. This study extends an understanding of how language awareness and ideologies interact, along with implications for pre- and in-service teacher professional development.
{"title":"The intersection of language ideologies and language awareness among in-service teachers of emergent\u0000 bilinguals","authors":"Kristen M Lindahl, Kathryn I. Henderson","doi":"10.1075/JICB.17024.LIN","DOIUrl":"https://doi.org/10.1075/JICB.17024.LIN","url":null,"abstract":"\u0000 Important components of the teacher knowledge base are how aware a teacher is of language (including how it is\u0000 acquired and best taught), as well as their language ideologies. Because a combination of ideologies and awareness may guide many\u0000 pedagogical decisions, this mixed-methods sequential explanatory study explored prevalent language ideological orientations of\u0000 educators in a dual language immersion (DLI) context, their degrees of Teacher Language Awareness (TLA), and the relationship\u0000 between the two. Findings revealed that participants with high degrees of TLA oriented significantly more positively towards\u0000 additive language ideologies, while educators with low degrees of TLA were significantly more likely to orient toward deficit\u0000 ideologies. Data from cases representing high and low degrees of TLA provide an in-depth view of the relationship between\u0000 teachers’ TLA and ideologies in practice. This study extends an understanding of how language awareness and ideologies interact,\u0000 along with implications for pre- and in-service teacher professional development.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"43 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85089282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-31DOI: 10.21832/9781783099849-003
{"title":"2. Immersion Education in Ireland: Origins and Current Context","authors":"","doi":"10.21832/9781783099849-003","DOIUrl":"https://doi.org/10.21832/9781783099849-003","url":null,"abstract":"","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"13 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87122334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-31DOI: 10.21832/9781783099849-fm
{"title":"Frontmatter","authors":"","doi":"10.21832/9781783099849-fm","DOIUrl":"https://doi.org/10.21832/9781783099849-fm","url":null,"abstract":"","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"31 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77896100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-31DOI: 10.21832/9781783099849-012
{"title":"Appendix A: Pupil Questionnaire – Attitude/ Motivation Test Battery (AMTB)","authors":"","doi":"10.21832/9781783099849-012","DOIUrl":"https://doi.org/10.21832/9781783099849-012","url":null,"abstract":"","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"79 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76666103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-31DOI: 10.21832/9781783099849-002
{"title":"1. Introduction","authors":"","doi":"10.21832/9781783099849-002","DOIUrl":"https://doi.org/10.21832/9781783099849-002","url":null,"abstract":"","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"38 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88808848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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