Abstract

 
 
 (Pseudo)longitudinal studies of the use of previously known languages (PKL) and the target language (TL) during interaction are still scarce in Content and Language Integrated Learning (CLIL) contexts, particularly those with young learners. This paper examines the use of PKLs (Basque-Spanish) and the TL English in various categories (appeals for assistance- clarification requests-metacomments-discourse markers-private speech) in two groups of CLIL learners (grade 5 and 6) during dyadic interaction. A greater use of PKLs in older learners was found, especially in less cooperative and more external to the task strategies. As regards TL use, both groups performed similarly, except for metacomments, where younger learners made a slightly higher use. When comparing PKLs to TL use, both grade learners resorted to Basque-Spanish more frequently than to English, except for metacomments. Learners seem to use their language repertoire for task-management purposes. Nonetheless, they still resort to PKLs to keep the flow of speech.
 
 
Highlights
The investigation of the use of previously known languages ( PKL) during task-‐based interaction has attracted the attention of researchers in both English as a second language (ESL) and English as a foreign language (EFL) settings
The emergence of Content and Language Integrated Learning (CLIL) programmes has led to a growing body of research studies analyzing the effect of a more natural and intense input provided in these settings on the use of previously known language-‐based strategies (i.e., García Mayo & Hidalgo Gordo, 2017; García Mayo & Lázaro Ibarrola, 2015; Lázaro Ibarrola, 2016; Martínez-‐Adrián, in press; Martínez-‐Adrián & Gutiérrez-‐Mangado, 2015a)
This paper will try to fill these gaps by examining the use of PKL (Basque and Spanish) and the target language (TL) (English) in appeals for assistance, clarification requests, metacomments, discourse markers and private speech in two different age/proficiency groups of primary school learners immersed in a CLIL context during the performance of a communicative task in dyads
Summary
The investigation of the use of previously known languages ( PKL) during task-‐based interaction has attracted the attention of researchers in both English as a second language (ESL) and English as a foreign language (EFL) settings. The emergence of Content and Language Integrated Learning (CLIL) programmes has led to a growing body of research studies analyzing the effect of a more natural and intense input provided in these settings on the use of previously known language-‐based strategies (i.e., García Mayo & Hidalgo Gordo, 2017; García Mayo & Lázaro Ibarrola, 2015; Lázaro Ibarrola, 2016; Martínez-‐Adrián, in press; Martínez-‐Adrián & Gutiérrez-‐Mangado, 2015a). The last section concludes the paper and offers future research lines
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: EuroAmerican Journal of Applied Linguistics and Languages
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
