Treść książki
Przejdź do opcji czytnikaPrzejdź do nawigacjiPrzejdź do informacjiPrzejdź do stopki
OnacontinuumbetweencontentandlanguageinCBI/CLIL-orientedsettings
Extendingourinterestbeyondliteracy,however,ispostulatedbyMohan
(2001)whoclaimsthatthesemanticpotentialoflanguageanditssocialfunction
shouldbedefinedonthebasisofHalliday’sfunctionaltheoryoflanguage.
Languagethusisinterpretedasamediumoflearningcontentlsubjectmatter
andculture,thatisfoundcapableoforganizingsocialpractice.Grammatical
categoriesconcerningclassification,rulesorevaluationatthelevelofdiscourse
canbeexpressedinaformofdescription,time,sequenceandchoiceinpractice
(Mohan,2001).
Anothercontributiontofindingaprincipledwayofcontentllanguage
integrationcamefromtheso-calledCognitiveAcademicLanguageLearning
Approach,whichaddressedtheproblemofacquiringsubjectknowledgebyESL
learners,characterizedbylimitedlanguageproficiency.Itwasassumedthatthe
developmentofESLlearners’academiclanguageskillscanbeenhancedwith
thehelpofmetacognitive,cognitiveandsocio-afectivestrategies(O’Malley
andChamot1990).Althoughthelearnersweretobeassessedintermsof
theirachievementincontentlearning,thedevelopmentofacademiclanguage
remainedanequallyimportantgoaltoattain.Establishingprinciplesfor
CALLA-basedcourseshasclearlybeenanattemptatfindinganefectiveway
ofcombiningcontentandlanguagewhichwastobeachievedbyintroducing
amediatingfactorofstrategieshelpfulinlearningcontentknowledgeby
studentsmakingupforlanguagedeficienciesatthesametime.
Inordertodefinetherelationshipbetweencontentandlanguage
componentsinteachingSnow,MetandGenesee(1989)proposeduaconceptual
frameworkfortheintegrationoflanguageandcontentteachinginsecondand
foreignlanguageclassrooms”(p.201).Tebasicpremiseoftheirmodelisthe
classificationoflanguageexpressingcontentintotwotypes:obligatoryand
compatiblelanguage0Languagefoundobligatoryforparticularcontent(atext)
coversstructuralitems(nouns,verbs,rhetoricaldevices),functionalelements
(narration,information,persuasion)andstrategies.Compatiblelanguage,
ontheotherhand,drawsontherelevantcontentsoastocreatecontextfor
teachingselectedlanguagepoints.
Teconceptofdistinguishingbetweenobligatoryandcompatiblelanguage
reappearedinGajo’s(2007)CLILmodelreferringtoL2,orevenpluralistic
contexts.TemodelassumesthatinperformingpedagogictasksL2learners
processcomplexrelationshipsbetweenlanguageknowledge,mediatedthrough
discourseopacity(metalinguisticactivities),andsubjectknowledge,mediated
throughdiscoursedensity(categorizationprocess).Knowledgecomingfrom
thosetwosourcesundergoesnegotiationatthediscourselevel,especiallywith
regardtoinformationpotentiallycontroversial,biasedpoliticallyorculturally,
andgetsintegratedasanoutcomeofclassroominteraction.Tedevelopment
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