The Interface between Task-Modality and the Use of Previously Known Languages in Young CLIL English Learners

Autor/inn/en	Martínez-Adrián, María; Arratibel-Irazusta, Izaskun
Titel	The Interface between Task-Modality and the Use of Previously Known Languages in Young CLIL English Learners
Quelle	In: Studies in Second Language Learning and Teaching, 10 (2020) 3, S.473-500 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Martínez-Adrián, María) ORCID (Arratibel-Irazusta, Izaskun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	English (Second Language); English Language Learners; Language Usage; Native Language; Interaction; Second Language Learning; Language of Instruction; Language Proficiency; Oral Language; Learning Activities; Writing (Composition); Multilingualism; Grade 5; Grade 6; Elementary School Students; Speech Communication; Written Language; Metacognition; Grammar; Vocabulary; Content and Language Integrated Learning + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Sprachgebrauch; Interaktion; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Language skill; Language skills; Sprachkompetenz; Oral interpretation; Mündlicher Sprachgebrauch; Lernaktivität; Schreibübung; Mehrsprachigkeit; Multilingualismus; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Geschriebene Sprache; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Grammatik; Wortschatz; CLIL; Lernkonzept
Abstract	This article contributes to the scarcity of research on the interface between task-modality and the use of previously known languages (PKL) in young learners. It examines the use of Basque/Spanish by CLIL learners (aged 10-11) during oral interaction while completing two collaborative tasks in English: a speaking task and a speaking + writing task. Findings indicate that these learners are extensive users of their PKL. Task-modality is particularly evident in the case of amount of PKL use, as a higher number of PKL turns are obtained in the speaking + writing task. However, task-modality has a limited effect on the functions of PKL, which contrasts with previous studies with adults. Despite the extensive use of their PKL, these young and low-proficient learners employ them as cognitive tools that facilitate the organization of the tasks, the co-construction of meaning and the attention to formal aspects of language such as mechanics. (As Provided).
Anmerkungen	Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01