Developing Subject Knowledge Co-Construction and Specific Language Use in a Technology-Enhanced CLIL Programme: Effectiveness and Productive Patterns

Autor/inn/en	Zhao, Ke; Zhou, Jiming; Zou, Bin
Titel	Developing Subject Knowledge Co-Construction and Specific Language Use in a Technology-Enhanced CLIL Programme: Effectiveness and Productive Patterns
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 6, S.2172-2185 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhao, Ke) ORCID (Zhou, Jiming) ORCID (Zou, Bin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2021.1890688
Schlagwörter	Content and Language Integrated Learning; English (Second Language); Teaching Methods; Bilingualism; Business English; Second Language Learning; Business Administration Education; Language Usage; Second Language Instruction; Comparative Analysis; Correlation; Discourse Analysis; Computer Mediated Communication; Chinese; International Trade; Student Placement; College Entrance Examinations; Language Tests; Foreign Countries; China + Suchen Sie Ihr Suchwort? CLIL; Lernkonzept; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Bilingualismus; Business; English language; Wirtschaft; Englisch; Wirtschaftsenglisch; Zweitsprachenerwerb; Sprachgebrauch; Fremdsprachenunterricht; Korrelation; Diskursanalyse; Computerkonferenz; China; Chinesen; Trade; International relations; Handel; Internationale Beziehungen; Schülerpraktikum; Aufnahmeprüfung; Language test; Sprachtest; Ausland
Abstract	This study investigated Chinese bilingual learners' subject knowledge co-construction and business English language use in a Technology-enhanced Content and Language Integrated Learning (TECLIL) programe. Four intact classes of Year One University business-major students were exposed to two different learning environments -- a TECLIL project-based learning environment using Knowledge Forum (KF), and a CLIL project-based learning environment. Data included student oral business presentations, written business reports, subject knowledge test results, student KF server log information, and online interaction records. The results indicated that the TECLIL project-based learning classes outperformed the comparison classes on both subject concept learning and business English language use. The quantitative analysis found that students' KF participation was associated with their content understanding and language development. Micro-level discourse analysis of students' online discussion notes further revealed bilingual students' productive discourse patterns in the TECLIL environment. Theoretical and pedagogical implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01