Reconceptualising the Role of Talk in CLIL

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Show simple item record Moate, Josephine 2011-10-07T05:08:32Z 2011-10-07T05:08:32Z 2011
dc.identifier.citation Moate, J. (2011). Reconceptualising the Role of Talk in CLIL. Apples – Journal of Applied Language Studies Vol. 5, 2, p. 17-35
dc.identifier.issn 1457-9863
dc.description.abstract This theoretical paper offers a reconceptualisation of talk in CLIL based on sociocultural and dialogic theories of education. Building on these educational theories and the experiences of an on-going CLIL project, this paper presents a pedagogical model for the navigation of the ‘talkscape’ of the CLIL classroom. This model comprises a total of seven talk-types: organisational, social, critical, expert, exploratory, meta and pedagogic. In addition to these talk-types, the paper introduces the notion of a ‘transitional dynamic’. This notion aims to capture the transition from first language to foreign language use in CLIL both within the context of individual courses and across a broader CLIL educational pathway. It is hoped that this model provides a useful tool in both the practical realisation and theoretical development of CLIL. en
dc.language.iso eng
dc.publisher Centre for Applied Language Studies at the University of Jyväskylä
dc.relation.ispartofseries Apples - Journal of Applied Language Studies
dc.rights openAccess fi
dc.subject.other CLIL fi
dc.subject.other educational pathway fi
dc.subject.other pedagogic model fi
dc.subject.other transitional dynamic fi
dc.subject.other talk-types fi
dc.subject.other content and language integrated learning fi
dc.subject.other kieltenopetus fi
dc.subject.other opetusmenetelmät fi
dc.title Reconceptualising the Role of Talk in CLIL fi
dc.type Article en
dc.identifier.urn URN:NBN:fi:jyu-2011100711508
dc.subject.kota 612
dc.description.reviewstatus peerReviewed

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