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dc.contributor.authorMoate, Josephine
dc.date.accessioned2011-10-07T05:08:32Z
dc.date.available2011-10-07T05:08:32Z
dc.date.issued2011
dc.identifier.citationMoate, J. (2011). Reconceptualising the Role of Talk in CLIL. Apples – Journal of Applied Language Studies Vol. 5, 2, p. 17-35
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/36769
dc.description.abstractThis 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.isoeng
dc.publisherCentre for Applied Language Studies at the University of Jyväskylä
dc.relation.ispartofseriesApples - Journal of Applied Language Studies
dc.relation.urihttp://apples.jyu.fi
dc.subject.otherCLILfi
dc.subject.othereducational pathwayfi
dc.subject.otherpedagogic modelfi
dc.subject.othertransitional dynamicfi
dc.subject.othertalk-typesfi
dc.subject.othercontent and language integrated learningfi
dc.subject.otherkieltenopetusfi
dc.subject.otheropetusmenetelmätfi
dc.titleReconceptualising the Role of Talk in CLILfi
dc.typeArticleen
dc.identifier.urnURN:NBN:fi:jyu-2011100711508
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.relation.issn1457-9863
dc.rights.accesslevelopenAccessfi


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