A3 Kirjan tai muun kokoomateoksen osa
Multimodal Perspective into Teachers’ Definitional Practices : Comparing Subject-Specific Language in Physics and History Lessons (2021)
Kääntä, L. (2021). Multimodal Perspective into Teachers’ Definitional Practices : Comparing Subject-Specific Language in Physics and History Lessons. In S. Kunitz, N. Markee, & O. Sert (Eds.), Classroom-based Conversation Analytic Research : Theoretical and Applied Perspectives on Pedagogy (pp. 197-223). Springer International Publishing. Educational Linguistics, 46. https://doi.org/10.1007/978-3-030-52193-6_10
JYU-tekijät tai -toimittajat
Julkaisun tiedot
Julkaisun kaikki tekijät tai toimittajat: Kääntä, Leila
Emojulkaisu: Classroom-based Conversation Analytic Research : Theoretical and Applied Perspectives on Pedagogy
Emojulkaisun toimittajat: Kunitz, Silvia; Markee, Numa; Sert, Olcay
ISBN: 978-3-030-52192-9
eISBN: 978-3-030-52193-6
Lehti tai sarja: Educational Linguistics
ISSN: 1572-0292
eISSN: 2215-1656
Julkaisuvuosi: 2021
Sarjan numero: 46
Artikkelin sivunumerot: 197-223
Kirjan kokonaissivumäärä: 426
Kustantaja: Springer International Publishing
Kustannuspaikka: Cham
Julkaisumaa: Sveitsi
Julkaisun kieli: englanti
DOI: https://doi.org/10.1007/978-3-030-52193-6_10
Julkaisun avoin saatavuus: Ei avoin
Julkaisukanavan avoin saatavuus:
Tiivistelmä
This chapter compares two teachers’ definitional practices in two Content-and-Language-Integrated-Learning (CLIL) lessons, i.e. physics and history, which are taught in English in Finland. It adopts Dalton-Puffer’s (Eur J Appl Linguistics 1(2):216–253, 2013; Cognitive discourse functions: specifying an integrative interdisciplinary construct. In: Nikula T, Dafouz E, Moore P, Smit U (eds) Conceptualising integration in CLIL and multilingual education. Bristol: Multilingual Matters, pp. 29–54, 2016) theoretical construct of cognitive discourse functions (CDF) and showcases how it can be operationalized with empirical grounding. Multimodal conversation analysis (CA) is used to trace and observe how the teachers employ various multimodal resources in performing definitions of key concepts in classroom interaction, whereby they make the conceptual field related to the lessons’ topic accessible to the students. The study has two aims. First, it describes the similarities and differences in the teachers’ definitional practices and thereby contributes to our emerging understanding of what subject-specific language comprises when approached from an interactional perspective. In doing so, it also provides new insights into the relationship between content and language not only in L2, but also in L1 teaching. Second, by proposing a ‘pedagogical reflection tool’ that is based on the repeated and comparative practice of viewing either videos or transcripts, it illustrates methods to help raise and broaden teachers’ awareness of the notion of subject-specific language and of the relevance of multimodal resources in teaching. The findings can thus serve as a stepping-stone for pre- and/or in-service teacher training, which is not meant to provide ‘recipes’ of how definitions ought to be done, but rather to demonstrate how locally situated, yet recognizable teachers’ definitional practices are. As such, they are also transportable and adaptable to different situations across different subjects.
YSO-asiasanat: vieraskielinen opetus; opetusmenetelmät; määritelmät; multimodaalisuus; keskustelunanalyysi; kielellinen vuorovaikutus; kieli ja kielet; opetus; opettajat
Vapaat asiasanat: CLIL; subject-specific language; definitions; conversation analysis ; multimodality
Liittyvät organisaatiot
Hankkeet, joissa julkaisu on tehty
- Tiedon ja taitojen rakentuminen luokkahuonevuorovaikutuksessa
- Kääntä, Leila
- Suomen Akatemia
OKM-raportointi: Kyllä
Raportointivuosi: 2021
JUFO-taso: 2