Abstract
Based on the first national study of statutory CLIL (Content and Language Integrated Learning) lessons at Austrian technical colleges, this contribution describes the classroom practices and pedagogical implications of four videotaped case studies from four IT teachers and some of their classes. Particular emphasis has been placed on didactic, interactional and linguistic analyses that highlight the specific implementation of CLIL in this type of school. Additionally, we intro-duce the applied methodological innovation of systematic video-based classroom observations, which is characterised by various rounds of (re-)analysis, and outline its potential for investigat-ing the intricacy of CLIL realities. In this way, CLIL teaching strategies, interaction formats and language choice in both CLIL theory classes and laboratory sessions can be captured and inves-tigated. This, then, paves the way for discussing the pedagogical insights underlining the goal of CLIL being an effective means of preparing students for the world of work.
Originalsprache | Englisch |
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Titel | Formen der Mehrsprachigkeit in sekundären und tertiären Bildungskontexten |
Untertitel | Verwendung, Rolle und Wahrnehmung von Sprachen und Varietäten |
Redakteure*innen | Monika Dannerer, Mauser Peter |
Herausgeber (Verlag) | Stauffenburg |
Seiten | 229-246 |
Publikationsstatus | Veröffentlicht - 2018 |
ÖFOS 2012
- 602007 Angewandte Sprachwissenschaft
- 602008 Anglistik
- 503006 Bildungsforschung