An Evaluation of the Approaches to Text Modification Used by Lower Secondary CLIL Teachers in Finland

Autor/in	Zi, Yu
Titel	An Evaluation of the Approaches to Text Modification Used by Lower Secondary CLIL Teachers in Finland
Quelle	In: Latin American Journal of Content and Language Integrated Learning, 14 (2021) 2, S.235-262 (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Zi, Yu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2011-6721
Schlagwörter	Foreign Countries; Secondary School Teachers; Grade 7; Grade 8; Grade 9; Language of Instruction; English (Second Language); Content and Language Integrated Learning; Instructional Materials; Vocabulary Development; Language Usage; Reading Comprehension; Material Development; Finland + Suchen Sie Ihr Suchwort? Ausland; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; CLIL; Lernkonzept; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Wortschatzarbeit; Sprachgebrauch; Leseverstehen; Lehrmaterialentwicklung; Finnland
Abstract	This study sets two main objectives to address this research gap in CLIL materials design: to identify and to evaluate teachers' approaches to text modification. The study focuses on four secondary teachers who teach non-language subjects to grades 7-9 in Finland, in English. The qualitative data consist of interviews and teaching materials designed by the participants. A review of over 60 studies is conducted in order to provide a framework for the evaluation of input modification strategies. The studies indicate that elaboration devices seem to enhance L2 comprehension and vocabulary development. The same cannot be as confidently stated about the effect of simplification. This study identifies all three main approaches to text modification in the participants' teaching materials. Regardless of their previous teaching experience, most teachers use elaboration strategies when adjusting the linguistic and cognitive level of texts. More experienced teachers seem to avoid using simplification strategies, whilst less experienced teachers adopt a wide range of strategies. All participants use some types of rediscursification strategy. This study can provide the professionals in the field of CLIL education with an insight into the reality of how CLIL practitioners modify materials. The results may also contribute to CLIL teacher education and in-service training by informing teachers of the commonly used input modification strategies and raising awareness of the effectiveness of these techniques. (As Provided).
Anmerkungen	Universidad de La Sabana. Campus del Puente del Común, Km. 7, Autopista Norte de Bogotá. Chía, Cundinamarca, Colombia. Tel: +57-1-861-5555 Ext 41011; e-mail: laclil@unisabana.edu.co; Web site: http://laclil.unisabana.edu.co/index.php/LACLIL/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01