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  • Knowledge construction, meaning-making and interaction in CLIL science classroom communities of practice /
Tác giả CN Evnitskaya, Natalia.
Nhan đề Knowledge construction, meaning-making and interaction in CLIL science classroom communities of practice /Natalia Evnitskaya and Tom Morton
Thông tin xuất bản 2011
Mô tả vật lý p. 109-127
Tóm tắt Tliis paper draws on Wenger’s model of community of practice to present preliminary findings on how processes of negotiation of meaning and identity formation occur in knowledge construction, meaning-making and interaction in two secondary Content and Language Integrated Learning (CLIL) science classrooms. It uses a multimodal conversation analysis methodology to provide detailed analyses of how teachers and students use talk-in-interaction and other semiotic resources to build and maintain their communities of practice. The data come from two CLIL classrooms in Spain in the same curricular area (biology) but which differ in geographical and sociolinguistic context (Barcelona and Madrid), and in terms of age, level of secondary education and pedagogical approach. The findings show the complex patterns of participation and reification as teachers and learners use different linguistic and other resources to make meaning. The paper argues that a combination of Wenger’s meso-level practice model and micro-level multimodal conversation analysis is highly effective in elucidating how learning and identity formation are accomplished in CLIL classrooms. It also suggests that the efforts to understand classroom processes and language use in CLIL classrooms can be strengthened by foiging links between CLIL research and the classroom discourse work across different disciplines
Đề mục chủ đề Ngôn ngữ--TVĐHHN.
Thuật ngữ không kiểm soát Communities of practice.
Thuật ngữ không kiểm soát Meaning-making.
Thuật ngữ không kiểm soát Multimodal analysis.
Thuật ngữ không kiểm soát Conversation analysis.
Thuật ngữ không kiểm soát Content and Language Integrated Learning (CLIL).
Thuật ngữ không kiểm soát Classroom interaction.
Tác giả(bs) CN Morton, Tom.
Nguồn trích Language and education- 2011, Vol25, N.2
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039|a20200722085854|bhuongnt|y20160819083601|zkhiembt
0410|aeng
1001|aEvnitskaya, Natalia.
24510|aKnowledge construction, meaning-making and interaction in CLIL science classroom communities of practice /|cNatalia Evnitskaya and Tom Morton
260|c2011
300|ap. 109-127
3620|aVol. 25 (March 2011)
520|aTliis paper draws on Wenger’s model of community of practice to present preliminary findings on how processes of negotiation of meaning and identity formation occur in knowledge construction, meaning-making and interaction in two secondary Content and Language Integrated Learning (CLIL) science classrooms. It uses a multimodal conversation analysis methodology to provide detailed analyses of how teachers and students use talk-in-interaction and other semiotic resources to build and maintain their communities of practice. The data come from two CLIL classrooms in Spain in the same curricular area (biology) but which differ in geographical and sociolinguistic context (Barcelona and Madrid), and in terms of age, level of secondary education and pedagogical approach. The findings show the complex patterns of participation and reification as teachers and learners use different linguistic and other resources to make meaning. The paper argues that a combination of Wenger’s meso-level practice model and micro-level multimodal conversation analysis is highly effective in elucidating how learning and identity formation are accomplished in CLIL classrooms. It also suggests that the efforts to understand classroom processes and language use in CLIL classrooms can be strengthened by foiging links between CLIL research and the classroom discourse work across different disciplines
65017|aNgôn ngữ|2TVĐHHN.
653|aCommunities of practice.
653|aMeaning-making.
653|aMultimodal analysis.
653|aConversation analysis.
6530|aContent and Language Integrated Learning (CLIL).
6530 |aClassroom interaction.
7001|aMorton, Tom.
7730|tLanguage and education|g2011, Vol25, N.2
890|a0|b0|c0|d0

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