CLIL and linguistics
In order for students to succeed in content and language integrated learning (CLIL) classrooms, high general competence in the language of instruction is not enough. Literacy in different subjects and high academic language performance are also required for their academic development and success. Th...
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| Tipo de recurso: | capítulo de libro |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Universidad Autónoma de Madrid |
| Repositorio: | Biblos-e Archivo. Repositorio Institucional de la UAM |
| Idioma: | inglés |
| OAI Identifier: | oai:repositorio.uam.es:10486/727040 |
| Acceso en línea: | https://hdl.handle.net/10486/727040 https://dx.doi.org/10.4324/9781003173151-3 |
| Access Level: | acceso abierto |
| Palabra clave: | CLIL SFL LCT Filología |
| Sumario: | In order for students to succeed in content and language integrated learning (CLIL) classrooms, high general competence in the language of instruction is not enough. Literacy in different subjects and high academic language performance are also required for their academic development and success. Thus, CLIL teachers should be able to identify which language features are relevant for their subjects so they can help students perform well in their disciplines. A linguistic model that provides a framework for the understanding of disciplinary literacies and content and language integration in CLIL classrooms is systemic functional linguistics (SFL). In this chapter, I will argue that SFL is a potent linguistic model for both CLIL research and pedagogy, as it relates language use to its contexts and sees language as a meaning-making system, thus contributing to the understanding of content and language integration. I will showcase different applications of SFL models such as appraisal, transitivity, and speech function analysis for the evaluation of CLIL students’ L2 use for the expression of content in their texts as well as in classroom interaction. I will also advocate for the value of SFL, and related models such as Legitimation Code Theory (LCT), for CLIL pedagogy, providing a conceptual space which can be shared by content and language teachers |
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