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HalinaChodkiewicz
Aferascholarlydebateontheroleofcognitivephenomenaoflanguage
acquisition,manyL2researchersmovedtowardsthesocioculturalapproachandits
basicassumptionthatlanguageacquisitiontakesplaceinthesocialworldinwhich
languageusersactasmembersofafamily,educationalandideologicalsystems,that
isparticipantsofsocializingprocesses(Kramsch,1993;Dalton-Pufer,Nikulaand
Smit,2010).GrabeandStoller(1997)statedthatitisthesocioculturalapproach
thatcanaccountfortheefectivenessofcontentandlanguageintegratedlearning.
Vygotsky’stheoryoflanguage,withitsrootsinconstructivistlearningtheory,has
alsobeenreferredtoasasourceofexplanationofknowledgeacquisitionasaresult
ofengagementinsocialexperienceswithinacommunity,thatisinteractionswith
otherpeople,socialandcultureartefacts(SwainandDeters,2007).Takingasocio-
constructivistview,Lyster(2007)claimedthatlanguagefunctionsnotonlyas
avehicleofcommunication,butalsoasacognitivetoolusedbyagroupoflearners
andtheteacherwhoparticipateintheco-constructionofabodyofthetarget
knowledgeincooperationwithoneanother.ForDakowska(2014),theefectiveness
ofCLILinforeignlanguageteachingarisesprimarilyfromthefactthatbybeing
organizedonthebasisofsubjectknowledgeCLILdoesnotseparatelanguageform
fromitsmeaningandthuspreservesallthepropertiesofverbalcommunication.
Teyare:thenaturalnessofusingdiscourseforcomprehensionandproduction,
theauthenticityofthetasksinvolvedinreasoning,problemsolvingandknowledge
construction,aswellasfocusonworkingoutadequatedisciplinaryknowledge
representationsnecessaryforefcientdiscourseprocessing.
40Someattemptsatmodellingcontentandlanguageintegration
asaneducationalframework
OneofthechallengestheproponentsofCBIlCLILparadigmsfaced
concernedformulatingasetofprinciplesforintegratinglanguageandcontent
insucheducationalsituationsinwhichnon-languagecontent,basicallytaught
throughschooloracademicsubjects,wastobecombinedwithlanguagework
intendedtohelpL2lFLlearnersovercometheirlanguagedeficiencies.Anatural
interestprovedtobethedevelopmentofliteracyskillswhichplayaparamount
roleindealingwithabodyofwrittenmaterialscoveredinsubjectmattercourses.
Textsareperceivedasasourceofdisciplinaryknowledgeandlanguageinput
representedthroughaparticulargenretobeprocessedatthegrammatical,
semantic,lexicalanddiscourselevels.AsnotedbyColombiandSchleppegrell
(2002),writtentextsareindispensablefortheenhancementofadvancedliteracy
skillsastheyinvolvelearnersinanefectiveuseoflexicogrammaticalpatterns
throughtasksthatrequireconsciousstudyoflanguageelements.
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