Ainekohtaisen kielen käyttö ja oppimisen mahdollisuudet CLIL-tuntien tehtäväpohjaisissa tilanteissa
Nikula, T. (2015). Ainekohtaisen kielen käyttö ja oppimisen mahdollisuudet CLIL-tuntien tehtäväpohjaisissa tilanteissa. AFinLA-e : soveltavan kielitieteen tutkimuksia, 8, 15-33. Retrieved from http://ojs.tsv.fi/index.php/afinla/article/view/53770
Published in
AFinLA-e : soveltavan kielitieteen tutkimuksiaAuthors
Date
2015Discipline
Soveltava kielitiedeCopyright
© Tekijät © AFinLA-e: Soveltavan kielitieteen tutkimuksia
This article is concerned with subject-specific language in the context of CLIL education. More
specifically, the focus lies in exploring hands-on tasks in CLIL physics and chemistry lessons as
sites for using and learning subject-specific language. Following Lorenzo (2007), attention is
paid to the role of subject-specific language in both pre-task phases, during the tasks, and in
post-task phases. The findings indicate that while teachers’ strategies differ somewhat, the pretask
and post-phases provide learners more exposure to subject-specific language than the task
performance itself where language use is highly context-dependent. Throughout the phases,
there is also some evidence of teachers subtly directing learners from everyday expressions
toward subject-specific language but this happens without explicit orientation to language. This
points towards the need to raise teachers’ awareness of the subject-specific nature of language
and its role in meaning construction.
Publisher
Suomen Soveltavan Kielitieteen Yhdistys AFinLA ryISSN Search the Publication Forum
1798-7822