Saturday 10:30, Room 2
The Emergence of Complex Syntax in Content L2 Writing. Evidence from the CLIL History Class University Pablo de Olavide, Seville This presentation will look at the initial steps of students in bilingual secondary schools for the development of cognitive academic language. The talk will present results showing the emergence and gradual development of advanced linguistic structures and sophisticated lexical cohesion levels over their secondary school years. Results are based on the analysis of a CLIL corpus of written narratives on academic historical topics from four CLIL schools. Different automated software tools for the analysis of second language productions were used. Statistical analysis of the corpus show detailed information on the acquisition of a second language in bilingual settings with conclusion of interest for CLIL pedagogy and the psycholinguistics of bilingualism.
Anna Marsol & Elsa Tragant
Friday 15:00, Room 2
“Learning English or learning through English?” Foreign Language Learners’ Oral Production and Learning Experience in a CLIL and EFL Context University of Barcelona University of Barcelona This study aims at examining the nature of learners’ oral production during wholeclass and pair/group work activities in CLIL and regular EFL contexts. Oral output demands in terms of cognitive engagement and linguistic complexity are closely examined in relation to the teaching objectives and the teaching methodology employed in each learning context. Two state-funded primary education schools located in Catalonia participated in the present study. In each school, the same teacher –content and language expert– taught CLIL and EFL to a group of learners aged 10-11. Primary data consist of a collection of classroom recordings (7 CLIL lessons and 11 EFL lessons) that make up two CLIL units and two EFL teaching units. Secondary data includes field notes taken during the video-recordings, informal out-of-class teacher comments on the learners’ performance and a learners’ questionnaire. The results obtained show that these learners’ oral production is very much attuned to the teacher’s methodology. While CLIL units revolve around task-based learning (TBL), a more traditional Presentation-PracticeProduction (PPP) approach is favored in the EFL classes. Complex linguistic
Here you will find all the information about the ALP-CLIL Conference (5-8 June 2013)