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Article: Exploring content and language co-construction in CLIL with semantic waves

TitleExploring content and language co-construction in CLIL with semantic waves
Authors
KeywordsBilingual education
content and language integrated learning (CLIL)
classroom discourse
Issue Date2020
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13670050.asp
Citation
International Journal of Bilingual Education and Bilingualism, 2020, Epub 2020-08-30, p. 1-22 How to Cite?
AbstractIn content and language integrated learning (CLIL) classrooms, it is assumed that non-language content subjects provide more authentic communicative contexts for students to learn a foreign/second/additional language (L2). However, learning abstract concepts and academic language in an L2 simultaneously is also challenging for CLIL students. It is thus important for CLIL teachers to unpack and repack both abstract concepts and academic discourse for the students. ‘Semantic waves’, which model classroom practices of both unpacking and repacking, is arguably a key to understanding cumulative knowledge-building. Applying the concepts of semantic profiles and semantic waves, this paper analyses the classroom discourse of two CLIL science lessons in Hong Kong. In one lesson, the semantic profile mainly consists of downward shifts. The teacher adopted various useful strategies to unpack science concepts, especially with multimodalities, everyday L2 and students’ L1 resources. Yet, there was limited repacking. In contrast, some repacking was observed in another lesson, where the teacher provided explicit instruction on academic language and guided students through academic writing tasks. A semantic wave can thus be observed there. These findings on strategies for unpacking and repacking provide significant insights into knowledge building in CLIL contexts, and may hence illuminate CLIL pedagogical practices.
Persistent Identifierhttp://hdl.handle.net/10722/288465
ISSN
2020 Impact Factor: 4.159
2015 SCImago Journal Rankings: 1.144
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorLo, YY-
dc.contributor.authorLin, AMY-
dc.contributor.authorLiu, Y-
dc.date.accessioned2020-10-05T12:13:19Z-
dc.date.available2020-10-05T12:13:19Z-
dc.date.issued2020-
dc.identifier.citationInternational Journal of Bilingual Education and Bilingualism, 2020, Epub 2020-08-30, p. 1-22-
dc.identifier.issn1367-0050-
dc.identifier.urihttp://hdl.handle.net/10722/288465-
dc.description.abstractIn content and language integrated learning (CLIL) classrooms, it is assumed that non-language content subjects provide more authentic communicative contexts for students to learn a foreign/second/additional language (L2). However, learning abstract concepts and academic language in an L2 simultaneously is also challenging for CLIL students. It is thus important for CLIL teachers to unpack and repack both abstract concepts and academic discourse for the students. ‘Semantic waves’, which model classroom practices of both unpacking and repacking, is arguably a key to understanding cumulative knowledge-building. Applying the concepts of semantic profiles and semantic waves, this paper analyses the classroom discourse of two CLIL science lessons in Hong Kong. In one lesson, the semantic profile mainly consists of downward shifts. The teacher adopted various useful strategies to unpack science concepts, especially with multimodalities, everyday L2 and students’ L1 resources. Yet, there was limited repacking. In contrast, some repacking was observed in another lesson, where the teacher provided explicit instruction on academic language and guided students through academic writing tasks. A semantic wave can thus be observed there. These findings on strategies for unpacking and repacking provide significant insights into knowledge building in CLIL contexts, and may hence illuminate CLIL pedagogical practices.-
dc.languageeng-
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13670050.asp-
dc.relation.ispartofInternational Journal of Bilingual Education and Bilingualism-
dc.rightsPreprint: This is an Author's Original Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online: http://www.tandfonline.com/doi/abs/[Article DOI]. Postprint: This is an Accepted Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online at: http://www.tandfonline.com/doi/abs/[Article DOI].-
dc.subjectBilingual education-
dc.subjectcontent and language integrated learning (CLIL)-
dc.subjectclassroom discourse-
dc.titleExploring content and language co-construction in CLIL with semantic waves-
dc.typeArticle-
dc.identifier.emailLo, YY: yuenyilo@hku.hk-
dc.identifier.authorityLo, YY=rp01635-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/13670050.2020.1810203-
dc.identifier.scopuseid_2-s2.0-85089974954-
dc.identifier.hkuros315076-
dc.identifier.volumeEpub 2020-08-30-
dc.identifier.spage1-
dc.identifier.epage22-
dc.identifier.isiWOS:000564050900001-
dc.publisher.placeUnited Kingdom-
dc.identifier.issnl1367-0050-

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