Abstract
It is widely accepted that the learning of a new language, among other advantages, promotes respect and interest of the students towards other cultures and languages. The question is how learning languages can be promoted in educational settings. The aim of the present study is to explore the principles of communicative language teaching in primary-education CLIL and FL classrooms. More specifically, in this paper we address to what extent collaborative work, attention to language and content and corrective feedback are observed during teacher-student and peer interaction in these educational settings. Following an action research approach, ten Spanish and ten Maths sessions were observed and recorded. Furthermore, whole group interaction and peer interaction were analysed in relation to the participants’ attention to language and content. Results from the study show that communicative language teaching is the approach followed in CLIL and FL sessions, tasks being the organizing units. However, differences are observed in relation to attention to language and use of correction strategies. Our findings suggest the need to use strategies to draw attention to language and content in CLIL settings, and the importance of using a more even range of correction strategies both in CLIL and FL classrooms.
Highlights
The world-wide economic phenomenon of globalization has led to greater interaction between countries, especially in matters of a commercial nature
The aim of the present study is to explore the principles of communicative language teaching in primary-education Content and Language Integrated Learning (CLIL) and foreign language (FL) classrooms
In this paper we address to what extent collaborative work, attention to language and content and corrective feedback are observed during teacher-student and peer interaction in these educational settings
Summary
The world-wide economic phenomenon of globalization has led to greater interaction between countries, especially in matters of a commercial nature. This means that it is important to speak and write, and to understand another language other than the mother tongue. Educators and language professionals must understand that in order to remain competitive and provide an enhanced range of professional opportunities to students, continual improvement in teaching and learning English is a key issue. Examples of CLT teaching can be found in task-based language teaching (Ellis, 2009) and, relevant to the current study, in CLIL (Mehisto et al, 2008).
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