Scaffolding oral interaction in a CLIL context: A qualitative study

Olga Gerakopoulou

Abstract


The learning of languages as a basic prerequisite in the European Union has created a new educational paradigm called Content and Language Integrated Learning (CLIL). In the CLIL classroom the teacher has to assist students in the learning of content and language at the same time. The support that the teacher offers to the learners to accomplish this dual target is expressed through scaffolding (Vygotsky 1978; Bruner 1985), that is a temporary assistance until the student is able to work autonomously. This study aims at investigating and describing instances of scaffolding strategies applied in the CLIL secondary education classroom.

Keywords


SLA, CLIL, socialization, scaffolding strategies, interaction

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References


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