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In:Applied Linguistics Perspectives on CLIL
Edited by Ana Llinares and Tom Morton
[Language Learning & Language Teaching 47] 2017
► pp. 183–200

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Classroom interactional competence in content and language integrated learning

 | The Autonomous University of Barcelona
 | Newcastle University
Published online: 16 March 2017
DOI logo with link
https://doi.org/10.1075/lllt.47.11esc
Abstract
This chapter problematizes the Classroom Interactional Competence (CIC) of learners and teachers working in Content and Language Integrated Learning (CLIL) contexts. Through Multimodal Conversation Analysis (CA), we consider how CIC is enacted in dialogues which focus on both subject content and English. Our analysis reveals that (a) teachers’ deployment of multimodal resources ensures comprehension and self-selection; (b) teachers’ questions and evaluative feedback may play a major role in guiding the students; (c) the scarcity of teacher elicitations aimed at more elaborated learner responses may limit the development of academic discourse; and (d) groupwork may become a privileged environment for students to deploy and develop L2 interactional resources.
Article outline
  • Introduction
  • Classroom interactional competence
  • CIC in a CLIL classroom: An illustrative study
    • CIC in teacher-class interaction
    • CIC in learner-learner interaction
  • Discussion and conclusion
  • Acknowledgements
  • Note
  • References
  • Appendix
References (36)
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