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dc.contributor.advisorMoate, Josephine
dc.contributor.authorRangarajan, Swathi
dc.date.accessioned2017-08-19T17:47:09Z
dc.date.available2017-08-19T17:47:09Z
dc.date.issued2017
dc.identifier.otheroai:jykdok.linneanet.fi:1719701
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/55142
dc.description.abstractThis thesis describes an action research carried out in a Grade 3 maths classroom in a low income, English medium school in Mumbai, India. The maths teacher in the study used the 4C model proposed by Do Coyle (2010) as a framework of Content and Language Integrated Learning (CLIL) for teaching maths in English to students whose exposure to English outside the classroom was negligible. The aim of this research was to understand from a teacher’s perspective how the 4C framework contributed to this specific context and how group-work enhanced the 4C framework. The action research was carried over a period of nearly five months in three cycles. Through the entire duration of the action research, the conversation with the teacher was recorded and it was analysed using qualitative content analysis to answer the research questions. The research study found that from the teacher’s perspective the 4C framework helped in delivering engaging, high rigour lessons with positive implication for the student’s oral language and content knowledge. Her reinterpretation of culture in the 4C framework adds an additional dimension to the discussion of 4C. According to the teacher, group-work was beneficial in engaging the students and improving their language and content knowledge. However, the teacher faced certain conflicts in implementation of the group-work and restricted this to 2-3 times per week. This study directly contributes to the TFI context in providing an alternate methodology to approaching content teaching in an English medium classroom. To the wider CLIL community, it provides insight into how the 4C framework works in a classroom.en
dc.format.extent1 verkkoaineisto (157 sivua)
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.rightsIn Copyrighten
dc.subject.otherCLIL
dc.subject.other4Cs model
dc.subject.otherIndia
dc.subject.otherGroup-work
dc.titleTrialling the 4C framework in an Indian grade 3 mathematics classroom
dc.typemaster thesis
dc.identifier.urnURN:NBN:fi:jyu-201708193521
dc.type.ontasotMaster’s thesisen
dc.type.ontasotPro gradu -tutkielmafi
dc.contributor.tiedekuntaFaculty of Education and Psychologyen
dc.contributor.tiedekuntaKasvatustieteiden ja psykologian tiedekuntafi
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.yliopistoUniversity of Jyväskyläen
dc.contributor.yliopistoJyväskylän yliopistofi
dc.contributor.oppiaineEducationen
dc.contributor.oppiaineKasvatustiedefi
dc.subject.methodToimintatutkimus
dc.date.updated2017-08-19T17:47:10Z
dc.type.coarhttp://purl.org/coar/resource_type/c_bdcc
dc.rights.accesslevelopenAccessfi
dc.type.publicationmasterThesis
dc.contributor.oppiainekoodi102
dc.subject.ysomatematiikka
dc.subject.ysoopetusmenetelmät
dc.subject.ysokaksikielisyys
dc.subject.ysovieraskielinen opetus
dc.subject.ysoenglannin kieli
dc.subject.ysoryhmätyö
dc.subject.ysoalakoulu
dc.subject.ysoIntia
dc.format.contentfulltext
dc.rights.urlhttps://rightsstatements.org/page/InC/1.0/
dc.type.okmG2


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