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http://hdl.handle.net/10662/19248
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Campo DC | Valor | idioma |
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dc.contributor.author | Alejo González, Rafael | - |
dc.contributor.author | Lucero Fustes, Manuel | - |
dc.contributor.author | Schleppegrell, Mary | - |
dc.contributor.author | Sánchez, Ana | - |
dc.date.accessioned | 2024-01-23T15:14:20Z | - |
dc.date.available | 2024-01-23T15:14:20Z | - |
dc.date.issued | 2023 | - |
dc.identifier.issn | 2212-8433 | - |
dc.identifier.uri | http://hdl.handle.net/10662/19248 | - |
dc.description.abstract | This study analyzes interaction in a primary school science classroom. We compare the verbal scaffolding strategies used by a teacher during lessons from the same instructional unit taught in CLIL (English) and regular (Spanish) contexts. Results show that although there was no difference in the amount of information (‘content’) made available to students through the interactions, different verbal strategies were used (precision, justification and recall were more frequent in Spanish and exemplification in English) and that students were more active in engaging with science knowledge in the Spanish context. We discuss these findings in relation to the level of abstraction the teacher supported in interacting about science in the regular session, with implications for supporting children in learning both content and language in CLIL contexts. | es_ES |
dc.format.extent | 22 p. | es_ES |
dc.format.mimetype | application/pdf | en_US |
dc.language.iso | eng | es_ES |
dc.publisher | John Benjamins e-Platform | - |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 International | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | CLIL | es_ES |
dc.subject | Primary science | es_ES |
dc.subject | Classroom interaction | es_ES |
dc.subject | Scaffolding strategies | es_ES |
dc.subject | Ciencia primaria | - |
dc.subject | Interacción en el aula | - |
dc.subject | Estrategias de andamiaje | - |
dc.title | Student-teacher interaction in CLIL and non-CLIL elementary education: a case study of verbal-pedagogical strategies and participation during read alouds in a Natural Science classroom. | es_ES |
dc.type | article | es_ES |
dc.description.version | peerReviewed | es_ES |
europeana.type | TEXT | en_US |
dc.rights.accessRights | openAccess | es_ES |
dc.subject.unesco | 5801.07 Métodos Pedagógicos | - |
dc.subject.unesco | 5801.04 Teorías Educativas | - |
europeana.dataProvider | Universidad de Extremadura. España | es_ES |
dc.identifier.bibliographicCitation | Alejo González, R., Lucero, M., Scheleppegrell, M., Sánchez, A. (2023). Student-teacher interaction in CLIL and non-CLIL elementary education: a case study of verbal-pedagogical strategies and participation during read alouds in a Natural Science classroom. Journal of Immersion and Content-Based Language Education. John Benjamins e-Platform. 11(1) 4-28. DOI: https://doi.org/10.1075/jicb.21005.ale | - |
dc.type.version | acceptedVersion | es_ES |
dc.contributor.affiliation | Universidad de Extremadura. Departamento de Filología Inglesa | es_ES |
dc.contributor.affiliation | University of Michigan. Estados Unidos | - |
dc.relation.publisherversion | https://www.jbe-platform.com/content/journals/10.1075/jicb.21005.ale | es_ES |
dc.identifier.doi | 10.1075/jicb.21005.ale | - |
dc.identifier.publicationtitle | Journal of Immersion and Content-Based Language Education | es_ES |
dc.identifier.publicationissue | 1 | es_ES |
dc.identifier.publicationfirstpage | 4 | es_ES |
dc.identifier.publicationlastpage | 28 | es_ES |
dc.identifier.publicationvolume | 11 | es_ES |
dc.identifier.e-issn | 2212-8441 | - |
dc.identifier.orcid | 0000-0002-6140-9104 | es_ES |
dc.identifier.orcid | 0000-0002-1542-4653 | - |
Colección: | DFING - Artículos |
Archivos
Archivo | Descripción | Tamaño | Formato | |
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jicb_21005_ale.pdf | 1,2 MB | Adobe PDF | Descargar |
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