Learning in and through classroom interaction: On the convergence of language and content learning opportunities in subject-matter learning
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| Publicado en: | European Journal of Applied Linguistics vol. 10, no. 1 (2022), p. 57 |
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| Autor principal: | |
| Otros Autores: | , , |
| Publicado: |
Walter de Gruyter GmbH
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| Materias: | |
| Acceso en línea: | Citation/Abstract Full Text - PDF |
| Etiquetas: |
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| Resumen: | This study uses an interdisciplinary approach to explore the interplay of linguistic and subject-matter learning. Drawing on previous linguistic work on discourse and genre acquisition, subject-matter teaching as well as the convergence of linguistic and content learning in multilingual classrooms, the study seeks to examine the following questions: (1) How can patterns of classroom talk support or hinder the acquisition of academic discourse competence and subject-matter learning? (2) How are these two learning domains related? The analyses of 120 video-recorded mathematics and German lessons in five classes (n=149 students, 10 teachers) in different German school types revealed two patterns of teacher-student-interaction, which differ in the participatory roles and the (language) learning opportunities they assign to the students. Two larger excerpts from mathematics-lessons are analyzed to illustrate the ways in which linguistic and content learning merge in the two patterns. |
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| ISSN: | 2192-9521 2192-953X |
| DOI: | 10.1515/eujal-2020-0015 |
| Fuente: | Social Science Database |