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In:Applied Linguistics Perspectives on CLIL
Edited by Ana Llinares and Tom Morton
[Language Learning & Language Teaching 47] 2017
► pp. 33–50

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CLIL and SLA

Insights from an interactionist perspective

 | University of the Basque Country
 | University of the Basque Country
Published online: 16 March 2017
DOI logo with link
https://doi.org/10.1075/lllt.47.03gra
Abstract
The Interaction Hypothesis is one of the explanations for second language acquisition (SLA) (Hatch 1978; Long 1983). Numerous studies have shown that interaction facilitates SLA because learners have the opportunity to negotiate language input, receive feedback and modify their output (Long 1996; Pica 2013). However, there is little experimental research on interaction from this perspective in Content and Language Integrated Learning (CLIL) settings. The main goal of this chapter is to provide an overview of the main constructs of the interactionist framework and to see how they have been researched in studies that analyze the interlanguage of CLIL learners regarding their negotiation routines, attention to form and corrective feedback episodes.
Article outline
  • Introduction
  • The Interaction Hypothesis
  • Interactionist-based research in CLIL
  • Conclusion and implications for further research
  • Acknowledgements
  • Note
  • References
References (74)
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