Instructional discourse in bilingual settings. An empirical study of linguistic adjustments in content and language integrated learning

Abstract

This article considers the discourse of teachers when content areas are taught through a second language. Bilingual discourse is discussed in the particular scenario of content and language integrated learning, CLIL, a paradigm growing in strength and popularity in L2 teaching across Europe. An examination of instructional discourse is carried out from the perspective of natural input grading in second language acquisition and students' cognitive strategies in L2 reading. After the presentation of theoretical considerations, the article shows the results of an empirical study in which L2 teachers familiar with CLIL techniques are asked to adapt a text for learners doing history through an L2. Results show that (a) teachers follow different paths in text grading, some of which fail to create a new discourse, while others are more successful in re-creating a new version of the text; (b) these attempts when looked at from a functional semiotic perspective render three basic teacher behaviours: teachers may simplify, elaborate or rediscursify the source text using consistent different sets of strategies; (c) different behaviours have different outcomes in developing students' L2 cognitive academic skills, overall L2 competence, and content area learning.