Presentation on Engaging with terminology in the parallel-language classroom: Teachers’ practices for bridging the gap between L1 and English
Activity: Talk/lecture or presentation › Presentation
- Diane Elisabeth PECORARI (Speaker)
- Hans Malmström (Speaker)
- Špela Mežek (Speaker)
- Philip Shaw (Speaker)
11 May 2016
|Degree of recognition|
DescriptionIt is increasingly common for language- and content-learning objectives to exist within the same classroom. This happens in the form of content- and language-integrated learning (CLIL) settings (Coyle 2007), in which the language-learning outcomes are explicit and planned for; while in other settings, language learning is a desired outcome, but expected to happen implicitly. Terminology is an important part of disciplinary knowledge, and a common expectation in settings where an L1 and an L2 are used in parallel is that students will acquire subject terminology incidentally in the L1 as well as in English as a result of listening and reading. For this to happen, it is a prerequisite that students notice and engage with terminology in both languages. To this end, teachers’ classroom practices for making students attend to and engage with terms are crucial for furthering students’ vocabulary competence in two languages (Chaudron, 1982; Lessard-Clouston, 2010). This paper reports the findings of an investigation into the practices of two teachers in a ‘partial’ EMI setting. The lectures, which were part of courses in biology and social psychology, were given in Swedish but the assigned textbooks were in English. The lectures were observed and video recordings were made and transcribed. Episodes in which teachers introduced or mentioned subject-specific terminology were identified. A recursive process of analysis resulted in a number of categories of teacher practices. The findings show that teachers nearly always employ some sort of emphatic practice when using a term in a lecture. However, the repertoire of such practices is limited. Further, teachers rarely adapt their repertoires to cater to the special needs arguably required in partial EMI settings, or to exploit the affordances of these learning environments. Implications for teaching in this increasingly common environment will be addressed. References Chaudron, C. 1982. Vocabulary elaboration in teachers' speech to L2 learners. Studies in Second Language Acquisition 4, 170-180. Lessard-Clouston, M. 2010. Theology lectures as lexical environments: A case study of technical vocabulary use. Journal of English for Academic Purposes 9, 308-321.
Research Unit / Event Journal/Book Series
|Name||LUNAS, Copenhagen University|
Loading map data...