The Integration of Content and Language in Students' Task Answer Production in the Bilingual Classroom

Autor/in	Jakonen, Teppo
Titel	The Integration of Content and Language in Students' Task Answer Production in the Bilingual Classroom
Quelle	In: International Journal of Bilingual Education and Bilingualism, 22 (2019) 4, S.428-444 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2016.1267694
Schlagwörter	Teaching Methods; Discourse Analysis; Secondary School Students; Bilingual Education Programs; Interdisciplinary Approach; Collaborative Writing; Course Content; Second Language Learning; Second Language Instruction; Classroom Communication; Peer Relationship; History Instruction; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Diskursanalyse; Sekundarschüler; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Kursprogramm; Zweitsprachenerwerb; Fremdsprachenunterricht; Klassengespräch; Peer-Beziehungen; History lessons; Geschichtsunterricht; Ausland; Finnland
Abstract	The notion of content and language integration has recently become a key topic of inquiry in research on content and language integrated learning and other kinds of bilingual educational programmes. Understanding what integration is and how it happens is of fundamental importance not only for researchers interested in gauging the possibilities and limitations of bilingual programmes, but also for practitioners seeking optimal ways to support student development. This study investigates integration as it takes place in the context of collaborative writing in the classroom. Drawing on conversation analytic methodology, text production is investigated as a social and sequentially evolving phenomenon. The analysis focuses on interactional sequences through which secondary school students produce and revise written task answer formulations. Sequential analyses of selected interactions describe the interactional organisation of the focal practice and show how, in their negotiation about what and how to write, students integrate content and language in everyday school work. It is argued that an investigation of what is at stake to students when they produce texts can shed light on their practical orientations to content and language integration. Based on such perspectives, integration appears a more complex phenomenon than the interface of form and meaning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01