Post on 28-Jan-2023
The role of artefacts and gestures The role of artefacts and gestures
in CLIL lessonsin CLIL lessons
Zehra GABILLON & Rodica AILINCAIZehra GABILLON & Rodica AILINCAIZehra GABILLON & Rodica AILINCAIZehra GABILLON & Rodica AILINCAI
EASTCOEASTCO
EA (4241) Sociétés Traditionnelles et EA (4241) Sociétés Traditionnelles et Contemporaines en Océanie ,Université de la Contemporaines en Océanie ,Université de la
Polynésie FrançaisePolynésie Française
CLESOL 2014 University of Victoria, Wellington, New Zealand
OUTLINEOUTLINE
• General Educational Context
• Study
– Terminology &Theoretical Standpoints
– Research context– Research context
– Instruments
– Data analysis
– Results
• Future Research
Gabillon & Ailincai CLESOL 2014 University of Victoria, Wellington, NZ
General Educational General Educational
ContextContext
• French Polynesia , is an overseas collectivity
of France (COM-- Collectivités d‘Outre-Mer)
• Official language: French
• Education is under the responsibility of• Education is under the responsibility of
– Local authorities
– French government
• French national curriculum
Gabillon & Ailincai CLESOL 2014 University of Victoria, Wellington, NZ
General Educational General Educational
ContextContext
• EFL in French Polynesian Elementary Schools
– Pilot project (2006-2009)
– Compulsory since 2010
Gabillon & Ailincai CLESOL 2014 University of Victoria, Wellington, NZ
• Content and Language Integrated Learning (CLIL) is an educational approach that uses a language other than L1 to teach a school subject
• CLIL has a dual educational focus:
Theoretical Theoretical Stance (1)Stance (1)
• CLIL has a dual educational focus:
– developing language skills & disciplinary content knowledge
• Other objectives are:
– enhancing academic cognitive processes & communication
Gabillon & Ailincai CLESOL 2014 University of Victoria, Wellington, NZ
• Knowledge formation is a collaborative social activity which uses social artefacts
• Knowledge is constructed:
– through socially mediated interaction
Theoretical Theoretical Stance (2)Stance (2)
– through socially mediated interaction
– through interaction with more experienced others (optimal cognitive development)
– first in social planes (inter-psychological)and than it is appropriated in personal planes (intra-psychological)
Gabillon & Ailincai CLESOL 2014 University of Victoria, Wellington, NZ
Socially mediated activity design
naturalistic
learning
environment
joint
attentioncollaborative
interaction
active
involvement
Theoretical StanceTheoretical Stance
Theoretical Theoretical Stance (3)Stance (3)
social
artifacts &
gesturesexperiential
learningcollective
scaffolding
Learning by
doing
Gabillon & Ailincai CLESOL 2014 University of Victoria, Wellington, NZ
Theoretical StanceTheoretical Stance
�Setting: two public elementary schools in Tahiti
�Participants:
a) 9-10 year old elementary school children
b) N=30
Context of the StudyContext of the Study
b) N=30
�Medium: English
Gabillon & Ailincai CLESOL 2014 University of Victoria, Wellington, NZ
CLILCLIL
Preliminary study (2012Preliminary study (2012--2013)2013)
� Research Questions
� Is CLIL possible with beginner level Learners?
� Are there any observable differences between a CLIL
science lesson (L2/English) and a regular science lesson
(L1/French)?(L1/French)?
� 2 CLIL lessons (English/L2) & 2 Subject lessons (L1/French)
(Gabillon & Ailincai 2013)
Gabillon & Ailincai CLESOL 2014 University of Victoria, Wellington, NZ
CLIL CLIL
Present Study (2013Present Study (2013--2014)2014)
� Objectives: to observe the role of artefacts and gestures on
classroom exchanges and learning
� Three identical science lab experiments (25 to30 minutes
each)each)
� 9-11 learners in each group
Gabillon & Ailincai CLESOL 2014 University of Victoria, Wellington, NZ
CLIL (2013CLIL (2013--2014)2014)
Data CollectionData Collection
�Instrument
�Video recordings�Video recordings
�Observation
Gabillon & Ailincai CLESOL 2014 University of Victoria, Wellington, NZ
� Qualitative
o Coding
o Data segmenting [using a model adapted
from Kerbrat Orecchioni (1998) ]
CLIL (2013CLIL (2013--2014)2014)
Data Analysis (1)Data Analysis (1)
from Kerbrat Orecchioni (1998) ]
o comprehensive discourse analysis
� Quantitative (Descriptive statistics)
o Percentages, means, and frequencies
(presented on pie-charts and histograms)
Gabillon & Ailincai CLESOL 2014 University of Victoria, Wellington, NZ
Exchange Types
•Truncated Exchange (TE)
•Relaunched Exchange (RE)
CLIL (2013CLIL (2013--2014)2014)
Data Analysis (2)Data Analysis (2)
•Relaunched Exchange (RE)
•Limited exchange (LE)
•Extended Exchange (EE)
Gabillon & Ailincai CLESOL 2014 University of Victoria, Wellington, NZ
Analysis/Segmenting: Limited Exchange
Note: Te: Teacher, P9: Pupil 9, G: Gesture,
NVR: Non-Verbal Response
Gabillon & Ailincai CLESOL 2014 University of Victoria, Wellington, NZ
Analysis/Segmenting: Truncated-Relaunched-Failed Exchange
Note: Te: Teacher, P7: Pupil 7, T: Truncated Exchange,
Gabillon & Ailincai CLESOL 2014 University of Victoria, Wellington, NZ
Analysis/Segmenting: Extended Exchange (with NVR)
G 1. Te: Ok show yours (turns towards P5)
G (NVR)
2. P5: (shows her jar)
3. Te: And ..
4. P5: Sugar is soluble in water and the liquid is
Note: Te: Teacher, P5: Pupil 5, G: Gesture, NVR: Non-Verbal Response
4. P5: Sugar is soluble in water and the liquid is clear.
5. Te: very good.
Gabillon & Ailincai CLESOL 2014 University of Victoria, Wellington, NZ
Analysis/Segmenting: Truncated-Relaunched-Extended
Exchange
Gabillon & Ailincai CLESOL 2014
Note. Te: Teacher, Ps=Pupils, P2: Pupil 2, A= Artefact, G=Gesture,
T: Truncated, R: Relaunched,
Future ResearchFuture Research
� Corpus from CLIL practices & regular
EFL classes
� Comprehensive corpus analysis� Comprehensive corpus analysis
Gabillon & Ailincai CLESOL 2014 University of Victoria, Wellington, NZ
ReferencesReferencesDalton-Puffer, C. (2011). Content-and-language integrated learning:
From practice to principles. Annual Review of Applied
Linguistics, 31(1), 182-204.
Gabillon, Z., & Ailincai, R. (2013). CLIL: A Science lesson with
breakthrough level young EFL learners. Education, 3(3), 168-
177.
Kerbrat-Orecchioni, C. (1998). Les interactions verbales (tome 1).
Paris : Armand Colin. Paris : Armand Colin.
Lantolf, J. P. (2002). Sociocultural theory and second language
acquisition. In R. B. Kaplan (Ed.), The Oxford handbook of
applied linguistics, (pp. 104-114). New York: Oxford University
Press.
Lantolf, J. P. (2006). Sociocultural theory and L2: State of the
art. Studies in Second Language Acquisition, 28 (01), 67-109.
Vygotsky, L.S. (1978). Mind and society: The development of higher
mental processes . Cambridge, MA: Harvard University Press.