Mathematics learners' behaviour in CLIL bilingual lessons within L2 external setting
Résumé
This classroom-based study discusses the language behaviour of 12-15-year old mathematics learners in introductory CLIL bilingual lessons within L2 external setting. Based on qualitative analyses of audio-records of three lessons in grades 7-9, the argument made is that learners tend to use L2 whenever they are able to. The extent of their L2 use, mostly involving short utterances and phrases rather than long sentences, is much dependent on their L2 proficiency, CLIL experience and the teacher's immediate performance in the classroom. CLIL seems to have a positive impact on learners' alertness and engagement in the lesson. Moreover, the more requirement of mathematical thinking, the less L2 use by both teacher and learners.
Domaines
EducationOrigine | Fichiers éditeurs autorisés sur une archive ouverte |
---|
Loading...