The role of artefacts and gestures in CLIL lessons [by Gabillon & Ailincai , CLESOL Conference 2014,...

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


General Educational General Educational

ContextContext

• EFL in French Polynesian Elementary Schools

– Pilot project (2006-2009)

– Compulsory since 2010


• 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


• Knowledge formation is a collaborative social activity which uses social artefacts

• Knowledge is constructed:

– through socially mediated interaction


– 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)


Socially mediated activity design

naturalistic

learning

environment

joint

attentioncollaborative

interaction

active

involvement

Theoretical StanceTheoretical Stance


social

artifacts &

gesturesexperiential

learningcollective

scaffolding

Learning by

doing


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


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)


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


CLIL (2013CLIL (2013--2014)2014)

Data CollectionData Collection

�Instrument

�Video recordings�Video recordings

�Observation


� 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)


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)


Analysis/Segmenting: Limited Exchange

Note: Te: Teacher, P9: Pupil 9, G: Gesture,

NVR: Non-Verbal Response


Analysis/Segmenting: Truncated-Relaunched-Failed Exchange

Note: Te: Teacher, P7: Pupil 7, T: Truncated Exchange,


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.


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,

RESULTSRESULTS


Future ResearchFuture Research

� Corpus from CLIL practices & regular

EFL classes

� Comprehensive corpus analysis� Comprehensive corpus analysis


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.

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