Guiding Teacher Talk in the Content and Language Integrated Learning Classroom Using Semantics from Legitimation Code Theory

Autor/in	Brooke, Mark
Titel	Guiding Teacher Talk in the Content and Language Integrated Learning Classroom Using Semantics from Legitimation Code Theory
Quelle	In: Teaching in Higher Education, 25 (2020) 7, S.812-824 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2019.1598968
Schlagwörter	Content and Language Integrated Learning; Semantics; Teaching Methods; Profiles; Decision Making; Academic Language; English for Academic Purposes; Second Language Learning; Second Language Instruction; Language of Instruction; Undergraduate Students; Language Processing; Linguistic Input; Reading Comprehension; Teacher Student Relationship; Pedagogical Content Knowledge; Foreign Countries; Asia + Suchen Sie Ihr Suchwort? CLIL; Lernkonzept; Semantik; Teaching method; Lehrmethode; Unterrichtsmethode; Charakterisierung; Profilanalyse; Decision-making; Entscheidungsfindung; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; Sprachverarbeitung; Sprachbildung; Leseverstehen; Teacher student relationships; Lehrer-Schüler-Beziehung; Pädagogische Kompetenz; Ausland; Asien
Abstract	The paper seeks to demonstrate how academic Content Obligatory Language can be potentially organized in teacher talk applying semantic gravity waving from Legitimation Code Theory. The questions asked are: Which concepts do I teach from my discipline in this session? How do I teach these to ensure effective comprehension? Research was conducted for a Content and Language Integrated Learning academic English language programme for undergraduates at a leading Asian University. Three texts as theoretical planning for a teacher input session were composed and provided to students to read. Each text represented different semantic gravity profiles. Students reported which of these texts, if any, was most effectively explaining key concepts from the course. They then provided qualitative comments to substantiate their decisions. Findings indicate that knowledge and use of semantic graving waving can theoretically facilitate student comprehension more effectively and could be a useful tool for planning teacher talk. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01