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Knowledge construction, meaning-making and interaction in CLIL science classroom communities of practice

Knowledge construction, meaning-making and interaction in CLIL science classroom communities of practice

 Evnitskaya, Natalia.
 2011
 p. 109-127 English
Ngôn ngữCommunities of practice.Meaning-making.Multimodal analysis.Conversation analysis.Content and Language Integrated Learning (CLIL).Classroom interaction.
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
Thuật ngữ chủ đề Ngôn ngữ-TVĐHHN.
Từ khóa tự do Communities of practice.
Từ khóa tự do Meaning-making.
Từ khóa tự do Multimodal analysis.
Từ khóa tự do Conversation analysis.
Từ khóa tự do Content and Language Integrated Learning (CLIL).
Từ khóa tự do Classroom interaction.
Tác giả(bs) CN Morton, Tom.
Nguồn trích Language and education- 2011, Vol25, N.2
MARC
Hiển thị đầy đủ trường & trường con
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100[ 1] |a Evnitskaya, Natalia.
245[1 0] |a Knowledge construction, meaning-making and interaction in CLIL science classroom communities of practice / |c Natalia Evnitskaya and Tom Morton
260[ ] |c 2011
300[ ] |a p. 109-127
362[ 0] |a Vol. 25 (March 2011)
520[ ] |a 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
650[1 7] |a Ngôn ngữ |2 TVĐHHN.
653[ ] |a Communities of practice.
653[ ] |a Meaning-making.
653[ ] |a Multimodal analysis.
653[ ] |a Conversation analysis.
653[ 0] |a Content and Language Integrated Learning (CLIL).
653[0 ] |a Classroom interaction.
700[ 1] |a Morton, Tom.
773[ 0] |t Language and education |g 2011, Vol25, N.2
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