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Language alternation and language norm in vocational content and language integrated learning

Artikel i vetenskaplig tidskrift
Författare Janne Kontio
Liss Kerstin Sylvén
Publicerad i Language Learning Journal
Volym 43
Nummer/häfte 3
Sidor 271-285
ISSN 0957-1736
Publiceringsår 2015
Publicerad vid Institutionen för pedagogik och specialpedagogik
Sidor 271-285
Språk en
Länkar dx.doi.org/10.1080/09571736.2015.10...
Ämnesord CLIL; classroom interaction; language alternation; linguistic ethnograpy; microanalysis; vocational education
Ämneskategorier Lärande, Engelska språket

Sammanfattning

The present article deals with language choice as communicative strategies in the language learning environment of an English-medium content and language integrated learning (CLIL) workshop at an auto mechanics class in a Swedish upper secondary school. The article presents the organisation and functions of language alternations (LAs) which are learner-initiated and teacher-impelled [Üstünel, E. and P. Seedhouse. 2005. Why that, in that language, right now? Code-switching and pedagogical focus. International Journal of Applied Linguistics 15: 302–25]. The data are drawn from ethnography combined with audio and video recordings of learners in a beginner's level workshop and in an English as a foreign language classroom. A close analysis of languages chosen locally is combined with ethnographic knowledge of the broader social context of the alternations, and in both theory and method, the article combines the research fields of sociolinguistics and ethnography. The study demonstrates that LA in vocational CLIL classrooms is orderly, it is related to the evolution of communicative strategies and it is in accordance with and reproduces local language norms. Thus, English-medium education does not by definition mean that English is the only language employed. On the contrary, students play around with language and use different strategies, including the use of another language, to make themselves understood.

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