‘Do you know Actimel?’ The adaptive nature of dialogic teacher-led discussions in the CLIL science classroom: a case study

References

• Cazden, C.B. 1986. Classroom Discourse: The Language of Teaching and Learning. 1st edition. Portsmouth, NH: Heinemann.
   Google Scholar
• Cook, V. 1999. Going beyond the native speaker in language teaching. TESOL Quarterly 33, no. 2: 185–209. doi: 10.2307/3587717
   Web of Science ®Google Scholar
• Dalton-Puffer, C. 2007. Discourse in Content and Language Integrated Learning (CLIL) Classrooms. Amsterdam: John Benjamins.
   Google Scholar
• Escobar Urmeneta, C. and N. Evnitskaya. 2013. Affording students opportunities for the integrated learning of content and language. A contrastive study on classroom interactional strategies deployed by two CLIL teachers. In Reviving Catalan at School: Challenges and Instructional Approaches, ed. J. Arnau, 159–183. Bristol, UK: Multilingual Matters & Institut d'Estudis Catalans.
   Google Scholar
• Evnitskaya, N. 2012. Talking science in a second language: the interactional co-construction of dialogic explanations in the CLIL science classroom. Unpublished PhD diss., Universitat Autònoma de Barcelona.
   Google Scholar
• Gajo, L. 2007. Linguistic knowledge and subject knowledge: how does bilingualism contribute to subject development? The International Journal of Bilingual Education and Bilingualism 10, no. 5: 563–581.
   Google Scholar
• Jefferson, G. 2004. Glossary of transcript symbols with an introduction. In Conversation Analysis: Studies from the First Generation, ed. G. H. Lerner, 13–23. Philadelphia, PA: John Benjamins.
   Google Scholar
• Koole, T. 2010. Displays of epistemic access: student responses to teacher explanations. Research on Language and Social Interaction 43, no. 2: 183–209. doi: 10.1080/08351811003737846
   Web of Science ®Google Scholar
• Koshik, I. 2002. Designedly incomplete utterances: a pedagogical practice for eliciting knowledge displays in error correction sequences. Research on Language and Social Interaction 35: 277–309. doi: 10.1207/S15327973RLSI3503_2
   Web of Science ®Google Scholar
• Kramsch, C. 1986. From language proficiency to interactional competence. The Modern Language Journal 70, no. 4: 366–372. doi: 10.1111/j.1540-4781.1986.tb05291.x
   Google Scholar
• Long, M. 1991. Focus on form: a design feature in language teaching methodology. In Foreign Language Research in Cross-Cultural Perspective, ed. K. De Bot, R. Ginsberg and C. Kramsch, 39–52. Amsterdam: John Benjamins.
   Google Scholar
• Mariotti, C. 2006. Negotiated interactions and repair patterns in CLIL settings. VIEWS 13: 33–40.
   Google Scholar
• Markee, N. 2000. Conversation Analysis. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Mercer, N. 1995. The Guided Construction of Knowledge. Clevedon, UK: Multilingual Matters.
   Google Scholar
• Mortimer, E.F. and P.H. Scott. 2003. Meaning Making in Secondary Science Classrooms. Buckingham, UK: Open University Press.
   Google Scholar
• Nikula, T. 2005. English as an object and tool of study in classrooms: interactional effects and pragmatic implications. Linguistics and Education 16: 27–58. doi: 10.1016/j.linged.2005.10.001
   Google Scholar
• Nikula, T. 2007. The IRF pattern and space for interaction: comparing CLIL and EFL classrooms. In Empirical Perspectives on CLIL Classroom Discourse, ed. C. Dalton-Puffer and U. Smit, 170–204. Frankfurt a.M., Germany: Peter Lang.
   Google Scholar
• Ogborn, J., G.R. Kress, I. Martins and K. McGillicuddy. 1996. Explaining Science in the Classroom. Buckingham, UK: Open University Press.
   Google Scholar
• Pekarek Doehler, S. 2010. Conceptual changes and methodological challenges: on language and learning from a conversation analytic perspective on SLA. In Conceptualising ‘Learning’ in Applied Linguistics, ed. P. Seedhouse, S. Walsh and C. Jenks, 105–126. Baskingstoke, UK: Palgrave Macmillan.
   Google Scholar
• Rosenfield, P., N.M. Lambert and A. Black. 1985. Desk arrangement effects on pupil classroom behaviour. Journal of Educational Psychology 77, no. 1: 101–108. doi: 10.1037/0022-0663.77.1.101
   Google Scholar
• Seedhouse, P. and S. Walsh. 2010. Learning a second language through classroom interaction. In Conceptualising ‘Learning’ in Applied Linguistics, ed. P. Seedhouse, S. Walsh and C. Jenks, 127–146. Baskingstoke, UK: Palgrave Macmillan.
   Google Scholar
• Smit, U. 2010. English as a Lingua Franca in the Classroom. A Discourse Pragmatic Ethnography. Berlin: Mouton de Gruyter.
   Google Scholar
• Walsh, S. 2006. Investigating Classroom Discourse. London: Routledge.
   Google Scholar
• Walsh, S. 2011. Exploring Classroom Discourse: Language in Action. London: Routledge.
   Google Scholar
• Wood, D., J.S. Bruner and G. Ross. 1976. The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry 17, no. 2: 89–100. doi: 10.1111/j.1469-7610.1976.tb00381.x
   Web of Science ®Google Scholar
• Woods, D. and C. Fassnacht. 2007. Transana, rel. 2.20. Wisconsin Centre for Education Research: University of Wisconsin-Madison.
   Google Scholar
• Yin, R. 1994. Case Study Research: Design and Methods. Thousand Oaks, CA: Sage.
   Google Scholar
• Young, R.F. 2008. Language and Interaction: An Advanced Resource Book. London, NY: Routledge.
   Google Scholar