Fernández-Fontecha, Almudena, O’Halloran, Kay L, Wignell, Peter and Tan, Sabine
(2020)
Scaffolding CLIL in the science classroom via visual thinking: A systemic functional multimodal approach.
Linguistics and Education, 55.
p. 100788.
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Fernández-Fontecha, A., O’Halloran, K. L., Wignell, P. & Tan, S. (2020).pdf - Author Accepted Manuscript Download (3MB) | Preview |
Abstract
Content and Language Integrated Learning (CLIL) is a dual-focused pedagogical approach in which a foreign language is used for the learning and teaching of both content and language. CLIL specialists have recommended different types of scaffolding techniques, mainly in relation to language use. However, there is increasing interest in multimodal scaffolding techniques involving language in combination with visual resources. Within this context, visual thinking methodology is considered here as a potentially valuable tool for mediating CLIL. Using a Systemic Functional Multimodal Discourse Analysis (SF-MDA) approach, this study aims to identify several features of visual thinking that could help scaffold CLIL in the science classroom. Some strategies are proposed, both to promote acquisition of scientific language and to facilitate the development of content knowledge. The approach is explored in relation to students’ understanding and communication of complex scientific knowledge in a foreign language in upper secondary education.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | Content and Language Integrated Learning (CLIL), Scaffolding, Visual thinking, Multimodal discourse analysis, Systemic functional theory, Scientific language |
| Divisions: | Faculty of Humanities and Social Sciences > School of the Arts |
| Depositing User: | Symplectic Admin |
| Date Deposited: | 10 Jun 2021 07:57 |
| Last Modified: | 18 Jan 2023 22:35 |
| DOI: | 10.1016/j.linged.2019.100788 |
| Related URLs: | |
| URI: | https://livrepository.liverpool.ac.uk/id/eprint/3125617 |
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