When there is too much water.
S1 When there is too much water in a place.
S2 Yes, when there is too much water in rivers or in the sea.
S1 And it can't stay in its place.
S2 Yes, and it comes out of the rivers or the sea.
S1 And it covers big areas of land.
S2 Yes, and it destroys things and makes a lot of damage.
More student participation
and negotiation of meaning
Metaphorisation of interculturality in study-abroad narrativeEsko Johnson
This metaphor study deals with mobile students’ experience from the research perspective of interculturality. Metaphor is produced in the flow of the interview/talk, as an integral part of talking-and-thinking. The research questions of this case study are the following: What metaphors are evoked when narrating intercultural experience and interculturality? How are these metaphors evoked across the interview data? I combine narrative analysis and metaphor analysis, with a focus on the local level of the text. I assume that metaphors, found in stories both big and small, can sometimes be as important as the story itself for examining the sense-making of the world and the self from a discourse dynamics perspective.
This presentation explores the varieties of Content and Language Integrated Learning (CLIL) programmes that go under this umbrella term and explains the original four Cs of CLIL: content, communication, culture and cognition. The advantages and disadvantages of implementing a CLIL approach in the curriculum will be compared and some of the learning strategies to develop the cognitive domain while teaching a foreign language will be explained. The changes required in terms of professional development for teachers and changing roles for students will be explored and the efficacy of introducing a CLIL approach for bilingualism in a globalised world will be promoted.
Åhörarkopior från Pauline Gibbons föreläsning på Symposium 2015:
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/what-counts-as-scaffolding-implications-for-language-teaching-and-learning-1.231365
Presentation Speech Acts in EFL Classroom InteractionEdgar Lucero
This research project focuses on identifying what types of speech acts emerge and are maintained in the teacher-student interactions in an EFL Pre-intermediate class at university level. This work contains a description of how the types of speech acts, which take place in the EFL class observed, are developed in pro of communication, and then constructed as a result of it. This research study then answers two questions: what types of speech acts emerge and are maintained in interactions between the teacher and the students in class? And, how do these types of speech acts potentially influence on both interactants’ interactional behavior in class? The analysis is done under the ethnomethodological conversation analysis approach in which the details of the interactions are highlighted to identify the speech acts with the development and potential influence they may have in the interactional behavior of the participants, the students and the teacher. The findings show that there are two main interactional patterns in the EFL class observed: asking about content and adding content. Both present characteristic developments and speech acts that potentially influence on the teacher’s and the students’ interactional behavior in this class. The findings of this research project will serve for reference and evidence of the patterns of communication that emerge in EFL classroom interaction and the influence they have on the way both interactants use the target language in classroom interaction.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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By Dr. Vinod Kumar Kanvaria
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
1. The Roles of Interaction in CLIL
Ana Llinares García
Universidad Autónoma de Madrid
Getxolinguae 2013
Reflections on Language
15 May 2013
2. What do we mean by interaction in CLIL?
The way in which oral discourse is
organised in the CLIL/bilingual classroom to
enhance successful content and language
integrated learning.
3. Why focus on interaction in CLIL?
The ways languages are actually
used in classroom interaction and
activities.
“ how teachers and students use their languages
in teaching and learning activities so that we
have a better understanding of what goes on in
bilingual education classrooms in different world
locations.” (Leung 2005: 250)
Two key
language-focus
areas in CLIL
research
Leung (2005)
Llinares, Morton &
Whittaker (2012)
The demands and affordances of
language learning in the context of
curriculum subject learning.
4. Roles of language in CLIL: a snapshot
Llinares, Morton & Whittaker (2012) The Roles of Language in CLIL. Cambridge: CUP
5. Which features of interaction are relevant to
promote learning in CLIL?
(Mortimer & Scott, 2003; Llinares, Morton & Whittaker, 2012)
What content is being communicated and what for? (focus)
How is content communicated? (approach)
What interaction patterns are used to communicate content?
(action)
Learner participation
The role of the teacher
The type of activity
6. CONTENT
What is being talked about (genetic variation; factors of development in different
countries; Romanesque churches)
PURPOSE
What is being done with the content (engage students’ interest in a new topic; go over
homework; apply knowledge in new context etc.)
INTERACTION PATTERNS
Recurring patterns of talk (e.g. IRF - teacher initiates, student responds, teacher follows
up)
SPECIFIC ACTIONS
(ask different types of questions; get students to elaborate; recast or correct; evaluate
students’ contributions; ‘amplify’ for whole class etc.)
NEGOTIATION OF MEANING
How the content is being talked about (+/- interactive; only one version of the ‘truth’
accepted or many ideas encouraged)
Adapted from Mortimer & Scott, 2003
for the COMENIUS project “CLIL across Contexts”
7. CONTENT
What is being talked about (genetic variation; factors of development in different
countries; Romanesque churches)
PURPOSE (What for?)
What is being done with the content (engage students’ interest in a new topic; go over
homework; apply knowledge in new context etc.)
INTERACTION PATTERNS
Recurring patterns of talk (e.g. IRF - teacher initiates, student responds, teacher
follows up)
SPECIFIC ACTIONS
(ask different types of questions; get students to elaborate; recast or correct; evaluate
students’ contributions; ‘amplify’ for whole class etc.)
NEGOTIATION OF MEANING
How the content is being talked about (+/- interactive; only one version of the ‘truth’
accepted or many ideas encouraged)
Adapted from Mortimer & Scott, 2003
for the COMENIUS project “CLIL across Contexts”
8. I. PURPOSE: Planning linguistic objectives in
relation to the content (focus)
1. What kind of content am I going to focus on? Is it
everyday content or is it academic?
BICS CALP (Cummins 1979)
2. What is my main objective?
• Collect the students’ ideas about the topic?
• Check whether the students have learnt a certain
concept?
• Apply knowledge to a new situation?
2. What kind of language do students need to have access
to that content?
9. I. The instructional and regulative registers
(Christie 2002)
Instructional Register
Content knowledge and skills being
focused on and how
(vertical or horizontal knowledge)
Regulative Register
Managing and organizing the
classroom as a social space
T: OK listen to me. What are we
going to do now? Something different.
Now we are going to change the teams.
We are going to change and everyone
who’s got the same colours are going
to sit together, right? Right? So for
example you have to stand up, right?
And change your places…
T: Why can’t you use the same land
without leaving it to rest?
S: Because you plant different things
T: Good. By planting different
things which need different substances
from the earth. Do you know in
Spanish? …
La tierra esta en…?
S: ba-?
T: en?
S: Barbecho
T: Barbecho good
10. I. Students’ participation in the instructional and regulative registers
(Christie 2002)
S1: Boys, look I think the ins – say
we do three…but can we do one
S2: Okay claro (Sp. of course)
S1: Because three is very…a lot
S2: We make one but not three or
four
S1: Okay A . Do you like my
opinion? My idea? C ((the teacher))
gave us a box…Please A speak in
English!
S2: But D, look! We only do one…
only one!
Instructional Register Regulative Register
(group work)T:Tell me the name of the different
parts of the ground plan. …These
chapels here. What are the names of
that?
S:Apses.
T:Apses, that’s right. And this one?
So we enter here. So what’s the
name of this central part?
S:Nave.
T:You are doing very well. M, do you
remember the name of these two
corridors at the sides? What was the
name of this?
S:Aisles ((pronounced /aizles/))
T:Aisle ((prononced /ail/)).That’s
right, the aisles here. Good.
11. I. Instructional register
Colloquial/horizontal (BICS) or Academic/vertical (CALP) discourse?
Non academic language encourages students’ participation
and negotiation of meaning.
The transition into CALP needs to be sequential. For
example, in history, at lower secondary, language can focus on
chronological narrations. At upper secondary, language can be
more abstract, containing explanations and argumentation.
The challenge in CLIL is the sequenced movement into more
academic abstract language (CALP) maintaining
communicative situations that encourage everyday language
(BICS).
12. I. Regulative register
Wider range of language functions (exchange of goods and
services).
More possibilities if there are hands-on and group work
activities.
The use of L2 in regulative register may be a challenge
(needs to be carefully and patiently nurtured).
13. CONTENT
What is being talked about (genetic variation; factors of development in different
countries; Romanesque churches)
PURPOSE
What is being done with the content (engage students’ interest in a new topic; go over
homework; apply knowledge in new context etc.)
INTERACTION PATTERNS
Recurring patterns of talk (e.g. IRF - teacher initiates, student responds, teacher
follows up)
SPECIFIC ACTIONS
(ask different types of questions; get students to elaborate; recast or correct; evaluate
students’ contributions; ‘amplify’ for whole class etc.)
NEGOTIATION OF MEANING (How?)
How the content is being talked about (+/- interactive; only one version of the ‘truth’
accepted or many ideas encouraged)
Adapted from Mortimer & Scott, 2003
for the COMENIUS project “CLIL across Contexts”
14. II. How is content communicated (Approach)
INTERACTIVE NON-INTERACTIVE
DIALOGIC Teacher and students
consider a range of ideas
Teacher reviews different
points of view
AUTHORITATIVE Teacher presents a specific
point of view
(the ‘official’ scientific
story)
Teacher leads a
question/answer
routine to establish
one point of view
Mortimer & Scott, 2003
15. Interactive/Dialogic
T: What do you think a mutant is? Have
you ever seen a mutant anywhere?
S: In films
T: In films? Can you give me an example of
a mutant? What is a mutant?
S: In plants
T: In plants? Do you have any mutant
plants at home? A mutant. It sounds like
something that happens in films.
S: A Doberman
T: But actually it doesn’t, it happens in
nature.
S: The Doberman
T: The Doberman. Is that a mutant? A
doberman? It looks weird, yes, but it’s
not a mutant, actually.
S: It’s a mixture.
T: It’s a mixture, yes. Of what?
S: Of races of dogs. Of dogs races.
T: Different breeds you say. Razas (Sp.
Breeds.) Yeah, they’ve been mixing
different dogs throughout time.
Non-interactive/Authoritative
T: So, listen, this is the way it is. I’ll write
something on the board for you, okay?
Okay, proteins are over. Have you studied at all?
SS: (yes)
T: Okay, listen, you all know this? You know
this, don’t you? Okay, now okay, a
compound A, that’s going to turn into a
compound B, okay? Chemical reaction, catalysed
by an enzyme one, right? Enzyme one, okay?
Enzymes are proteins, are they not? Yes. So,
there must be one gene, gene one, that
codes for this enzyme one. Do you agree?
SS: Yes.
T: Yes. Now, okay, now. Compound B turns
into compound C. This chemical reaction
must be catalysed by enzyme two, which in
turn would be coded for by gene two. Do you
agree? Yeah? Well, that’s the way it is.
16. The opportunities of interactive/dialogic
teaching for the development of BICS
TCH: Well, OK. Let’s check the answers of the
exercise on page five.
ST: Pilar?
TCH: On page five.
ST: Pilar, can I .. ?
TCH: What material, sorry?
ST: Pilar, can I ..?
TCH: Yes.
ST: On Sunday I go to a
TCH: I went to…?
ST: I go to a
TCH: I went
ST: I went to a ... How do you say exposición?
TCH: Exposition, exhibition.
ST: Exhibition and I find and I found a .. a ...
person that that that is making with two, ...
with two ... dos palos
TCH: with two sticks.
ST: with two sticks.
TCH: She was making what?
ST: She was making ..
TCH: Or he was making, that person was making...
ST: She was making the glass with a protect glass, is
make glass with with the fire and ..
TCH: So, ..
ST: two sticks,
TCH: So, water, ..
ST: and ..
TCH: Melts. OK, with heat and that ..
ST: she makes a special box to make the neck
TCH: Necklace? And where, where, where was that,
here in Tres Cantos?
St: In Madrid.
TCH: In Madrid. ((Now addressing all the students)).
Maybe we can talk to X and go and see it because that
experience is interesting.
17. Dialogic teaching in CLIL
Students participate in interaction with longer turns and
more complex language.
They learn communication strategies (when to intervene,
how to express ideas more clearly, etc…) to have access to
academic content and be recognized as legitimate
members of a community of practice (the CLIL classroom).
They learn different perspectives on a topic (to negotiate
through the foreign language, to show agreement and
disagreement, etc…).
There is linguistic redundancy as not only different ideas
are discussed but also the same ideas expressed in different
ways.
18. CONTENT
What is being talked about (genetic variation; factors of development in different
countries; Romanesque churches)
PURPOSE
What is being done with the content (engage students’ interest in a new topic; go over
homework; apply knowledge in new context etc.)
INTERACTION PATTERNS
Recurring patterns of talk (e.g. IRF - teacher initiates, student responds, teacher
follows up)
SPECIFIC ACTIONS
(ask different types of questions; get students to elaborate; recast or correct; evaluate
students’ contributions; ‘amplify’ for whole class etc.)
NEGOTIATION OF MEANING
How the content is being talked about (+/- interactive; only one version of the ‘truth’
accepted or many ideas encouraged)
Adapted from Mortimer & Scott, 2003
for the COMENIUS project “CLIL across Contexts”
19. III. Interaction patterns (Action)
1. The IRF pattern (Initiation-Response-
Feedback)
2. CLIL teacher talk: types of questions, types
of feedback
3. Activity type and students’ active
participation
20. 1. The IRF pattern
T: Where is water used?
(INITIATION)
S1: In the houses (RESPONSE)
T: Very good, X. In the houses
(FEEDBACK)
Limitations?
-It does not encourage students
to initiate turns and do other-
repair (van Lier, 1988).
-It doesn’t offer enough space
for students to participate with
longer turns and express their
own ideas (Nikula, 2007).
However, IRF is neither good nor bad per se.
It depends on the activity,
types of questions
and roles of participants.
21. 2. Teachers’ feedback
T Where did first civilizations appear?
S1 That… eh… Egypt, along the Nile.
T OK. Yes. Along the Nile …Why along
rivers? Think about that. OK? So,
develop that idea.
S2 Eh … that they placed in the banks
of the river because they were the
only fertile lands.
T: Okay now... Let’s see.
Milk. Does milk come from
plants or animals?
S1: Animals.
T: From animals. That’s
right. From the cow or the
goats. So cut up the
pictures, cut up the pictures
from the milk. Em, have you
cut up the picture..?
S1: Yes
Using questions for
reason and metacognitive
questions
(Dalton-Puffer, 2007)
T What’s the matter with the saw?
S1 because the battery’s finished
T Oh, you need to get new batteries
S1 I can take this one
Using interactional
feedback
(Llinares, 2005)
22. 2. Display and Referential questions
(Long and Sato, 1986)
Referential Questions
T: Who’s this swimmer…very
famous?
S1: Phelps. Michael Phelps
T: Michael Phelps. So do you think that
the children that Phelps might have
they’re gonna be from the very
beginning that strong?
S1: No
S2: I have two friends that they are
brothers and they are the same
strong
T: Well I have two daughters and one
of my daughters is very strong and
the other one is very thin. And they
have been brought up in the same
way.
Display Questions
T: Okay now... Let’s see. Milk. Does
milk come from plants or animals?
S1: Animals.
T: From animals. That’s right. From
the cow or the goats. So cut up the
pictures, cut up the pictures from the
milk. Em, have you cut up the picture..?
S1: Yes
T: Good! Let’s see, S. You’ve got a
lot of things that come from plants now.
Let’s find something else. Some other
food that comes from animals. Yes,
where does the bread come from: plants
or animals? You remember what it’s made
from? It’s made from wheat.
S2: Plants.
23. 2. Academic function of questions
Questions for facts, reasons, metacognitive questions, etc…
(Dalton-Puffer, 2007)
T: So now we are successful because there is the
European union. Do you think the European Union is
positive …?
S1 Yes.
T Why?
S1 Because the European Union is very good for
everything. For example, now or travelling we have
to do less things and …about…mmm.. buying
products because it is much better and the money,
you have the same coin and is very easy…
Metacognitive
question
24. 3. The role of the activity: ‘Show and Tell’
S1 Eh… this… this… this Saturday I was in Madrid. I go … I
was to Madrid. On Saturday I went to the Thyssen.
T Oh! Good.
S1 And I saw the portrait of Henry the eighth.
T Uh! That famous one. Yes.
S1 Yes. And it’s like that ((Meaning very small)).
T Yes A.? We expect portraits, don’t we? To always be
very big.
S (several): Yes.
Personal involvement,
more dialogic
Longer turns and self-repair
25. 3. The role of the activity: Group work
S2 Now floods ... floods.
S1 When the water, eh-.
S4 It’s a lot of rainfall. A lot of precipitation.
S3 When there are lot of water in the…
S1 When the river precipitates.
S2 No because it’s rainfall.
S3 When there are a lot of … when there are a lot of
precipitations and the river … ((tosses her hands
about))
S2 Precipitation no, because it’s rainfall.
S4 A precipitation is when the water… Students’ cognitive and
linguistic engagement
Metalinguistic discussion
on floods
26. 3. The role of the activity: Group work
S1: OK. We can help a lot if a natural
disaster ever occurs.
S2: We have money, food, water … We can
send to the people that. And, for
example, paper.
S3: No, things that they need.
S1: What do you do first, the food or the
paper for cleaning your bottom?
S3: Paper, but food the first.
• The students initiate their own
turns
• They ask different types of
questions (even rhetorical)
• They correct and help their
classmates (teacher role)
• Opportunities for “language
through learning” (Coyle, 2010).
They rely on linguistic resources as
new ideas come up
However, the students
often use the L1
S3: How did you make fire?
S1:Eh the teacher put something like ah was
eh similar to the - it was called esparto. I
don’t know how to tell in English. And they
put something in-inside the esparto and then
they blow- no first they made eh some -
S2: sparks
28. 3. The role of the activity: Project work
S1 One question. You said that you have to come to the… green
area or to the skate park?
S2 You have to come to the skateboarding park. It’s obvious!
S1 Yes, but you want that the people eh.. the foreign people
came to C to see our vegetation? In C vegetation!?
S2 And you like to be twenty metres square.. you like to.. to
build a.. skate park in twenty metres eh.. of square that is..
that in this green area keep all the animals and vegetation.
S1 eh.. eh I think I think is a very expensive project because L
said is five thousand euros. I think is really really expensive
to.. do a skateboarding park of this price
S2 Eh.. what do you mean with that? That is very expensive?
Clarification request
Rhetorical question
Metacognitive
question
29. CONCLUSIONS: What to communicate and
what for? (I)
Be aware of the difference between regulative and
instructional registers.
Create situations in which students participate in the
regulative register.
From BICS to CALP (from everyday language to more
academic language).
30. CONCLUSIONS: How to communicate? (II)
Authoritative/non-interactive communication might be adequate
for factual content learning but is poor for other non-factual
approaches to content learning and for language development.
Dialogic/interactive communication gives the students the
opportunity of expressing their views on a topic.
In order to be able to participate, they need:
linguistic resources to talk about academic content
linguistic resources to talk about personal experiences
Interactional resources to control turns
In CLIL, these resources must be acquired in the classroom.
31. CONCLUSIONS: What interactional patterns? (III)
IRF can limit students’ participation… or enhance it if
– teachers use a wide variety of question types eliciting
reasons, opinions,… and not only facts.
– teachers invite students to elaborate on their responses
It is necessary to create different types of activities
where students perform different interactive roles:
ask questions, do other-repairs, etc…
A wider variety of resources in the L2 Different ways of learning content