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In:Applied Linguistics Perspectives on CLIL
Edited by Ana Llinares and Tom Morton
[Language Learning & Language Teaching 47] 2017
► pp. 125–144

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Speech function analysis to explore CLIL students’ spoken language for knowledge construction

 | Autonomous University of Madrid
 | Birkbeck, University of London
Published online: 16 March 2017
DOI logo with link
https://doi.org/10.1075/lllt.47.08lli
Abstract
This chapter focuses on the register variable of tenor within systemic functional linguistics (SFL) to examine spoken interaction involving secondary CLIL history learners in two contexts: one-to-one interviews with a researcher, and role-plays with peers. Tenor refers to the role relationship between interactants, and its impact on language use. We adapt speech function analyses developed by Eggins and Slade (1997) for ordinary conversation to settings in which CLIL learners jointly construct aspects of content knowledge in one subject, history. The findings show that the negotiation and roles assigned to participants impacted on the ways the learners managed to construct history content knowledge. We argue that speech function analysis can throw light on how role relationships in spoken interaction can create or restrict affordances for the expression of content knowledge in CLIL.
Article outline
  • Introduction
  • Role-plays and interviews as contexts for knowledge construction and language production in CLIL
  • Speech function analysis in educational contexts
  • Exploring CLIL students’ use of speech functions in role-plays and interviews
    • Students’ use of speech functions across the two tasks: The broader picture
    • Role assignment and negotiation in interviews
    • Confronting and challenging in role-plays
    • Construing content knowledge in prolonging moves: The uses of enhancement
  • Discussion and conclusion
  • References
References (28)
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