The comprehending teacher: scaffolding in content and language integrated learning (CLIL)
Teaching through a second language (L2) poses many challenges, as second language learners (SLLs) have fewer linguistic resources in the language of instruction. Scaffolding students' learning is a possible way of overcoming these challenges, but there are few studies on this in Content and Lan...
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| Veröffentlicht in: | Language learning journal Jg. 50; H. 1; S. 74 - 88 |
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| Format: | Journal Article |
| Sprache: | Englisch |
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Routledge
02.01.2022
Taylor & Francis Ltd |
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| ISSN: | 0957-1736, 1753-2167 |
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| Abstract | Teaching through a second language (L2) poses many challenges, as second language learners (SLLs) have fewer linguistic resources in the language of instruction. Scaffolding students' learning is a possible way of overcoming these challenges, but there are few studies on this in Content and Language Integrated Learning (CLIL) contexts. The present study suggests a framework for how to empirically identify and classify scaffolding. Using the framework, the study investigates how three Norwegian CLIL teachers support learning for second language learners (SLL) through scaffolding. Twelve lessons (science, geography and social science) were filmed in one 11th-grade CLIL class. A coding manual (PLATO) was used to identify the scaffolding strategies the teachers used. The findings indicate that CLIL teachers scaffold their students to comprehend material. However, they provide few strategies to help students solve tasks, such as modelling and strategy use. CLIL teachers scaffold differently in the natural and social sciences; the natural science teaching has more visual aids, whereas the social science teachers allows for more student talk. The results imply that natural and social science teacher complement each other. However, CLIL teachers need to create more specific learning activities to provide their students with more support. |
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| AbstractList | Teaching through a second language (L2) poses many challenges, as second language learners (SLLs) have fewer linguistic resources in the language of instruction. Scaffolding students’ learning is a possible way of overcoming these challenges, but there are few studies on this in Content and Language Integrated Learning (CLIL) contexts. The present study suggests a framework for how to empirically identify and classify scaffolding. Using the framework, the study investigates how three Norwegian CLIL teachers support learning for second language learners (SLL) through scaffolding. Twelve lessons (science, geography and social science) were filmed in one 11th-grade CLIL class. A coding manual (PLATO) was used to identify the scaffolding strategies the teachers used. The findings indicate that CLIL teachers scaffold their students to comprehend material. However, they provide few strategies to help students solve tasks, such as modelling and strategy use. CLIL teachers scaffold differently in the natural and social sciences; the natural science teaching has more visual aids, whereas the social science teachers allows for more student talk. The results imply that natural and social science teacher complement each other. However, CLIL teachers need to create more specific learning activities to provide their students with more support. |
| Audience | High Schools Grade 11 Secondary Education |
| Author | Mahan, Karina Rose |
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| SubjectTerms | Classroom Communication classroom-based research Content and Language Integrated Learning Content and language integrated learning (CLIL) Educational activities English (Second Language) English as a foreign language (EFL) Foreign Countries Geography Grade 11 Integrated Activities Language Language acquisition Language of Instruction Learning Learning Activities Medium of instruction Norwegian language Scaffolding Scaffolding (Teaching Technique) Science Education Science Instruction Science Teachers Second language instruction Second language learning Second language teachers Secondary education Secondary School Teachers Social Sciences Students teacher education Teachers Teaching Visual Aids |
| Title | The comprehending teacher: scaffolding in content and language integrated learning (CLIL) |
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