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Classroom Interaction in CLIL Programs: Offering Opportunities or Fostering Inequalities?

التفاصيل البيبلوغرافية
العنوان: Classroom Interaction in CLIL Programs: Offering Opportunities or Fostering Inequalities?
اللغة: English
المؤلفون: Llinares, Ana, Evnitskaya, Natalia
المصدر: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect. Jun 2021 55(2):366-397.
الإتاحة: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 32
تاريخ النشر: 2021
نوع الوثيقة: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Classroom Communication, Content and Language Integrated Learning, Secondary School Students, Ability Grouping, Bilingual Education, Equal Education
DOI: 10.1002/tesq.607
تدمد: 0039-8322
مستخلص: This study investigated potential inequalities in a bilingual education program where secondary school students are streamed into two strands with different degrees of exposure to the target language based on their proficiency: high exposure (HE) and low exposure (LE). Drawing on classroom registers (Christie, 2005), appraisal theory (Martin & White, 2005), and sociocultural perspectives on classroom interaction (Gibbons, 2006; Lemke, 1989; Mortimer & Scott, 2003), researchers analysed interactional practices by teachers teaching the same content in both groups. Results show no major differences in distribution of classroom registers and teachers' general pedagogical purposes across groups. Analysis of students' language use across registers corroborates previous studies showing that translanguaging in content and language integrated learning is more common when the focus is on classroom management issues (e.g., Moore & Nikula, 2016). The most striking results relate to differences in use of pedagogical purposes and evaluative language. These differences entail more interactional engagement in higher order thinking skills by HE students and use of a wider variety of language resources in the second language (L2) to express these meanings, compared to LE students. This indicates that the division into strands in bilingual programs may lead to different perceptions of students' academic capacities beyond L2 proficiency and reinforcement of social differences and inequality in bilingual programs.
Abstractor: As Provided
Entry Date: 2021
رقم الأكسشن: EJ1297998
قاعدة البيانات: ERIC
الوصف
تدمد:0039-8322
DOI:10.1002/tesq.607