Page 68

Davinia Sanchez

Friday 17:30, Room 1

Interactional Devices in CLIL Teacher Discourse at Tertiary Levels: A Study of Questions Across Disciplines UNED The paper will report on the analysis of teacher discourse in a Spanish university context where teaching is conducted through the English language (EMI). More specifically on the role of teacher-initiated questions as interactional devices. As the socio-cultural and constructivist approaches (Vygotsky, 1989) to language proposed, learning is not only an individual mental process, but also a social event. Thus, teachers should provide students with opportunities to involve in extended discourse and participate in the social situations that materialize in the classrooms. The theoretical framework of this study takes into account previous research (Cazden, 1988; Chaudron, 1988) shedding some light on classroom discourse and on the different resources employed by the teacher to foster interaction in the learning contextThis empirical study examines the discourse of seven lectures accounting for approximately 530 minutes of teaching practice within the realm of Business, Engineering, Physics and English Philology at the tertiary level using corpus methodology. The preliminary results show that interpersonal discursive aspects (Halliday, 2004) come into play in terms of questions (Dalton-Puffer, 2007) as key strategies occurring in an EMI / CLIL approach to promote interaction and, consequently, the development of both the foreign language and the content subject. The findings can be implemented towards describing the current instructional practices at university as regards classroom discourse and providing strategies that promote interaction in class and facilitate the delivery of content on the part of the teacher as well as the improvement of linguistic and academic competence on the part of the student. References Cazden, C.B. (1988). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann. Chaudron, C. (1988). Teacher talk in second language classrooms. In Chaudron, C. (ed.) Second Language Classrooms, pp. 50-89. Cambridge: Cambridge University Press. Dalton-Puffer, C. (2007). Discourse in content and language integrated learning (CLIL) classrooms. Amsterdam; Philadelphia: J. Benjamins. Halliday, M. (1985). An introduction to functional grammar. London: Edward Arnold. 68

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ALP-CLIL Abstract Book  

Here you will find all the information about the ALP-CLIL Conference (5-8 June 2013)

ALP-CLIL Abstract Book  

Here you will find all the information about the ALP-CLIL Conference (5-8 June 2013)

Profile for uamclil
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