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Learning in and through classroom interaction: On the convergence of language and content learning opportunities in subject-matter learning

Learning in and through classroom interaction: On the convergence of language and content... AbstractThis study uses an interdisciplinary approach to explore the interplay of linguistic and subject-matter learning. Drawing on previous linguistic work on discourse and genre acquisition, subject-matter teaching as well as the convergence of linguistic and content learning in multilingual classrooms, the study seeks to examine the following questions: (1) How can patterns of classroom talk support or hinder the acquisition of academic discourse competence and subject-matter learning? (2) How are these two learning domains related? The analyses of 120 video-recorded mathematics and German lessons in five classes (n=149 students, 10 teachers) in different German school types revealed two patterns of teacher-student-interaction, which differ in the participatory roles and the (language) learning opportunities they assign to the students. Two larger excerpts from mathematics-lessons are analyzed to illustrate the ways in which linguistic and content learning merge in the two patterns. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png European Journal of Applied Linguistics de Gruyter

Learning in and through classroom interaction: On the convergence of language and content learning opportunities in subject-matter learning

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References (30)

Publisher
de Gruyter
Copyright
© 2022 Walter de Gruyter GmbH, Berlin/Boston
ISSN
2192-953X
eISSN
2192-953X
DOI
10.1515/eujal-2020-0015
Publisher site
See Article on Publisher Site

Abstract

AbstractThis study uses an interdisciplinary approach to explore the interplay of linguistic and subject-matter learning. Drawing on previous linguistic work on discourse and genre acquisition, subject-matter teaching as well as the convergence of linguistic and content learning in multilingual classrooms, the study seeks to examine the following questions: (1) How can patterns of classroom talk support or hinder the acquisition of academic discourse competence and subject-matter learning? (2) How are these two learning domains related? The analyses of 120 video-recorded mathematics and German lessons in five classes (n=149 students, 10 teachers) in different German school types revealed two patterns of teacher-student-interaction, which differ in the participatory roles and the (language) learning opportunities they assign to the students. Two larger excerpts from mathematics-lessons are analyzed to illustrate the ways in which linguistic and content learning merge in the two patterns.

Journal

European Journal of Applied Linguisticsde Gruyter

Published: Mar 4, 2022

Keywords: classroom interaction; interactional discourse analysis; genre; subject-matter learning; academic language; participatory patterns

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