dc.contributor.advisor | Moate, Josephine | |
dc.contributor.author | Rangarajan, Swathi | |
dc.date.accessioned | 2017-08-19T17:47:09Z | |
dc.date.available | 2017-08-19T17:47:09Z | |
dc.date.issued | 2017 | |
dc.identifier.other | oai:jykdok.linneanet.fi:1719701 | |
dc.identifier.uri | https://jyx.jyu.fi/handle/123456789/55142 | |
dc.description.abstract | This 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.extent | 1 verkkoaineisto (157 sivua) | |
dc.format.mimetype | application/pdf | |
dc.language.iso | eng | |
dc.rights | Julkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty. | fi |
dc.rights | This publication is copyrighted. You may download, display and print it for Your own personal use. Commercial use is prohibited. | en |
dc.subject.other | CLIL | |
dc.subject.other | 4Cs model | |
dc.subject.other | India | |
dc.subject.other | Group-work | |
dc.title | Trialling the 4C framework in an Indian grade 3 mathematics classroom | |
dc.identifier.urn | URN:NBN:fi:jyu-201708193521 | |
dc.type.ontasot | Pro gradu -tutkielma | fi |
dc.type.ontasot | Master’s thesis | en |
dc.contributor.tiedekunta | Kasvatustieteiden ja psykologian tiedekunta | fi |
dc.contributor.tiedekunta | Faculty of Education and Psychology | en |
dc.contributor.laitos | Kasvatustieteiden laitos | fi |
dc.contributor.laitos | Department of Education | en |
dc.contributor.yliopisto | University of Jyväskylä | en |
dc.contributor.yliopisto | Jyväskylän yliopisto | fi |
dc.contributor.oppiaine | Kasvatustiede | fi |
dc.subject.method | Toimintatutkimus | |
dc.date.updated | 2017-08-19T17:47:10Z | |
dc.rights.accesslevel | openAccess | fi |
dc.type.publication | masterThesis | |
dc.contributor.oppiainekoodi | 102 | |
dc.subject.yso | matematiikka | |
dc.subject.yso | opetusmenetelmät | |
dc.subject.yso | kaksikielisyys | |
dc.subject.yso | vieraskielinen opetus | |
dc.subject.yso | englannin kieli | |
dc.subject.yso | ryhmätyö | |
dc.subject.yso | alakoulu | |
dc.subject.yso | Intia | |
dc.format.content | fulltext | |
dc.type.okm | G2 | |