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OnacontinuumbetweencontentandlanguageinCBI/CLIL-orientedsettings
Asalreadymentioned,CLIL-basedteachingischaracterisedbysetting
highstandardsforcreatingconditionsconduciveforlearners’maximum
engagementinthecontentandlanguagelearningprocessowingtotheteacher
providingaspecialkindofbestqualityassistanceandplayingtheroleof
afacilitator(Coyle,HoodandMarsh,2010;Naves,2009).Hencethetarget
contentandlanguageknowledgeisco-constructedinclassroomconditions
bylearnersparticipatingactivelyindiferentformsofgroupingconfigurations
andtheteacherincontrolofthescafoldingprovided(Lyster,2007;Echevarria
etal.,2008;Naves,2009).Teconceptofscafoldinghasitsrootsinasocial
viewofeducation,anditindicatesprovidingsomesupportingstructuresto
learnersbytheteacherasakindoftemporaryassistancesoastoenhancethe
developmentofnewunderstandings,concepts,andabilities.Yet,teachers’
supportisexpectedtolastonlywhenneededbythelearnerswhoatsomepoint
gaincontroloftheirtasksthemselves(Hammond,2001).Ultimately,CBIl
CLILteachersaretohelplearnersdevelopautonomouslearningbehaviours
byassistingthemtemporarilyintheprocessoflearningbymeansofusing
anarrayofdiferentscafoldingstructuressuchasquestions,activatingprior
knowledge,providinghintsandfeedback(Mehisto,MarshandFrigols,2008).
Teemphasisputondevelopinglearners’autonomyinCLILpedagogy
isconnectedwithrecognizingthevalueofself-directedlearningofstudents,
inparticularinthecaseofthestudentsusingefcientlearningstrategies
(Echevarriaetal.,2008).AsstudentsfollowingCBIlCLILprogrammesmay
needtocopewithdeficienciesinspeakingtheTLdeployingsomecompensatory
communicativestrategiescanbeofgreathelptothem.Onewayofclassifying
suchstrategiesisdiferentiatingbetweenconceptualstrategies:analyticand
holistic,andlinguisticones:transfer-languageswitch,translation,and
morphologicalcreativity.EmpiricalresearchhasshownthatCLILlearners
attempttomanipulatethelanguagecodewhenfacedwithsomeproblemswith
terminologyuse.InordertocontinuecommunicatinginEnglishtheyemploy
suchconceptualstrategiesas:circumlocutions,paraphrasesorapproximations
(HüttnerandRieder-Bünemann,2010).AsCLIL-orientedteachingisto
alargeextentbasedonwrittenmaterials,efectivestrategiesforprocessing
writtentexts,withclearlydefinedgoalsinmind,canplayaparamountrolein
acquiringsubjectmatterknowledge,especiallyfromauthenticmaterials.Out
ofarangeofCreadingtolearn’taxonomiesofered(forfurtherdiscussionsee
Chodkiewicz,2014),aself-reportsurveyofreadingstrategiesforL2college
studentsproposedbyMokhtariandShorey(2002)hasprovedtobeapowerful
toolinidentifyinglearners’readingstrategies.Teresearchersdistinguish
3mainstrategytypescalledglobal-reading,problem-solving,andsupport
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