Abstract
Aquest article presenta aspectes clau de la interaccio a l'aula en contextos de L2 i AICLE, i dels seus efectes sobre el desenvolupament academic i linguistic dels estudiants. Tambe te com a objectiu despertar la consciencia del lector sobre el paper de la llengua i del discurs en l'ensenyament integrat del contingut i de la llengua estrangera a les aules AICLE. Mes especificament, s'analitza com els docents poden desplegar de manera eficient la seva Competencia Interactiva Escolar o CIE, en forma d'estrategies interactives ajustades al micro-context de l'aula, que son imprescindibles per al correcte desenvolupament del proces d'ensenyament-aprenentatge. Tambe es descriu com els professors poden utilitzar la interaccio a l'aula per guiar els estudiants cap a una millor comprensio del contingut especific de l'assignatura i fomentar el desenvolupament de la competencia comunicativa en la L2, aixi com promoure una participacio mes activa de l'alumnat en contextos rics en contingut. Finalment, s'analitza el paper dels docents en el suport emocional als estudiants i en la conversio de l'aula en un entorn segur, on aquests puguin desenvolupar la seva imatge en positiu mitjancant la interaccio amb el docent i amb els seus companys de classe.
Highlights
Este artículo presenta aspectos clave de la interacción en el aula en contextos de L2 y AICLE, y de sus efectos sobre el desarrollo académico y lingüístico de los estudiantes
Current neo-Vygotskian sociocultural theories on teaching and learning (e.g., Mercer, 2000), including second language learning, propose that students’ active participation in classroom interaction, both between teachers and students and among students working in groups, is essential for learning (e.g., Van Lier, 2008)
In any classroom around the world, whether in the L1 or L2, with children, teenagers or adult learners, we often find that classroom interaction follows a certain interactional pattern which comprises three moves, two performed by the teacher and one performed by the learner
Summary
Current neo-Vygotskian sociocultural theories on teaching and learning (e.g., Mercer, 2000), including second language learning, propose that students’ active participation in classroom interaction, both between teachers and students and among students working in groups, is essential for learning (e.g., Van Lier, 2008). This has led some researchers to argue that there is a ‘possibility that educational success and failure may be explained by the quality of educational dialogue, rather than in terms of the capability of individual students or the skill of their teachers’ (Mercer, 2004: 139; see Escobar Urmeneta, 2016; Escobar Urmeneta & Evnitskaya, 2013). We can clearly observe this pattern in Extract 1 taken from a grade 7 CLIL science classroom in which the teacher and the students study different types of physical adaptations necessary to live in diverse ecosystems: Extract 1
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