Teachers’) code,switching)in) CLIL - · PDF fileTeachers’) code,switching)in) CLIL...

Teachers’ code-‐switching in CLIL

Deficit or dividend

Erwin M. Gierlinger College of Education Upper-‐Austria/PH-‐OÖErwin.gierlinger@ph-‐ooe.athttp://clilingmesoftly.wordpress.com

Presentation structure

• Historico-‐ideological context of code-‐switching

• Code-‐switching in FLT – literature review

• Code-‐switching in CLIL -‐ literature review

• Code-‐switching in CLIL – results from a research project in Austrian

secondary education

• A language-‐focused model for training CLIL teachers

Erwin M. Gierlinger 2

What’s it all about?“The question of whether the first language (L1) should be used in the

oral interaction or the written materials of second or foreign language

(L2) classrooms is probably the most fundamental question facing

second language acquisition (SLA) researchers, language teachers and

policymakers in this second decade of the 21st century.” Macaro (2014: 10)

Replace “second or foreign language (L2) classrooms” with CLIL classrooms


Bi/multilingualism in FLT: A long and winding road

• Monolingual ideology and monolingual bias, Braine, 2010; Kachru, 1994;

Llurda, 2005;

• CLT and the mother tongue taboo, Butzkamm& Caldwell, 2009

• Multi-‐competent language user, Cook & Bassetti, 2011

• English as a Lingua Franca, Seidlhofer, 2009

• Translanguaging and the multilingual turn, Canagarajah, 2013; Garcia and

Wei, 2013;.


It appears that when we learn a new language, we’re not simply learning a new way of talking; we are also inadvertently learning a new way of thinking a new way of partitioning, organising, and construing the world. Boroditsky, 2012


Studies researching or synthesising teacher code switching functionsRegister Polio & Duff, (1994) Ellis & Shintani, (2013) Levine, (2011) Edstrom, (2006) Macaro, (2005)Behaviour management

• empathy/solidarity • maintain discipline• building personal

relationships • reduce anxiety in the

learner• demonstrating respect

for the learner by acknowledging their L1 identity

• Reduce anxiety • establishing rapport or solidarity

• Building personal relationship

• controlling pupils' behaviour

Classroom and task management

• classroom administrative vocabulary

• classroom management

• explain tasks and tests• preparing for activities

contacted in the L2

• communication about course policies, tests, assignments and administrative aspects of the class

• classroom management

• save time

• giving complex procedural instructions for carrying out an activity

Instructive register

• grammar instruction• unknown

vocabulary/translation

• lack of comprehension

• avoidance of unnecessary input modification

• convey meaning• explain grammar• developing translation

skills• practice code

switching

• grammar instruction

• grammar instruction

• to compensate for a lack of comprehension

• translating and checking understanding in order to speed things up

• teaching grammar

Teachers’ CS in CLIL


Lasagabaster (2013) Mendez Garcia & PavonVazquez, (2012)

To help students’ understanding To help students understand complex ideas and notions

To make L1 and L2 comparisons To make cross linguistic comparisons

To boost debate To stimulate the learning of both language and content

To feel comfortable in the CLIL class To tell anecdotes

To deal with disciplinary issues To use routine language

Research questions

1. When does code-‐switching in CLIL teacher talk occur and what is its

pedagogical orientation?

2. Is codes-‐witching only carried out haphazardly and in an

unprincipled manner?

3. Does code-‐switching primarily operate as an emergency tool with a

deficit habitus?


Research designDimensions T1 T2 T3 T4 T5 Sum

Interviews 65 111 252 126 310 864

CRO 45 254 396/39 165/81 385 1245

Sum 110 365 648 291 695 2109


Categorising the data: Regulative code-‐switching 1. Classroom and task management code-‐switching: CTM. Any L1

intervention by the teacher that supported the setting up of the learning environment. It included: giving instructions, making announcements, opening and closing lessons, regulating floor taking, homework reminders, passing out hand outs, etc.

2. Behaviour management code-‐switching: BM. Any L1 intervention by the teacher for interpersonal and rapport-‐building purposes. Typical examples included: checking on pupils’ behaviour, telling jokes, anecdotes or any other (language) anxiety reducing measure, encouraging remarks, etc.


Categorising the data: Instructive code-‐switching 1. Concept-‐focused code-‐switching: CF. Any code-‐switching by teachers to

ensure the conceptual understanding and development of subject knowledge.

2. Word-‐focused code-‐switching: WF. This was understood as a bridging category between language learning and conceptual development. Typical examples included teachers’ quick translation of any expected lexical problem.

3. Deficit-‐focused code-‐switching: DF. Code-‐switching by teachers that dealt with their own linguistic shortcomings. Typical examples included the teacher’s acknowledgement of her ignorance preceded by utterances such as “I don’t know the English word for Dreibein (tripod)” and/or by body language and hesitation markers that indicated a (linguistic) problem.


CS for regulative purposes • T5: okay, and at the bottom of this page you have got a different kind of quiz, (…), first of all, you have just to listen, you don't have to do anything you, okay

• S1: du musst klicken! [you have to click on it] • T: könnt ihr bitte auf, könnt ihr bitte zuhören, ihr braucht, ihr braucht jetzt nichts tun, ok ihr braucht nichts tun, ihr braucht nur zuhören, [could you stop this, you don’t needto do anything, just listen]

• S2: (ui) • T: das ist halt nicht besonders intelligent, gelt, das stört mich, und dann entscheidet ihr euch für einen Kandidaten [that’s not very intelligent, I don’t like this, and then you gofor a candidate]

• S3: Obama • T: was weiss ich, [whatever] • S4: Romney • T: und dann gibt es die Fragenund dann muss man immer [and then there are questions, and then you have to] and here you have to, to decide which answer is right, and if your answer is right your candidate will do a step in front of you, okay, so I would say try this quiz it's quite useful


Concept-‐focused CS: The howsType 1: (1) teacher explanation in L2 > (2) comprehension problem noticed > (3) re-‐explanation of content matter in L1 > (4) continuation of content matter in L2 See extract 10 and 11

Type 2: The same order but after stage 2 reasons for the necessity of code-‐switching were given. Typical statements were: “that’s relatively difficult, so I’ll do it quickly in German (T5); okay, briefly in German so that everyone will have understood it (T3); Okay, now again, maybe for everybody (T3)”.


Concept-‐focused CS: The whys 1. Cognitive complexity of the input and content supremacy:

Teachers either anticipated potential incomprehension for cognitively complex content or monitored students’ responses as perceived through explicit or implicit non-‐comprehension markers (for example, body language) and decided to clarify the problem through code-‐switching.

2. An appreciation of students’ individual language competence: Teachers used code-‐switching as an individualised scaffolding measure;

3. Time pressure: Teachers used code-‐switching to speed up knowledge mediating processes;


Word-‐focused CS: The howsExtract 13:T5: so how do you call these elections at the beginning of the campaign? Campaign means Wahlkampf ja, how'd you call it?

Extract 14:T5: (…) the candidate was very, very conservative , what does it mean conservative? It is quite similar to the German expression, ja, what does it mean for you? P: keine Ahnung [no idea]T: was heißt denn konservativ auf deutsch? [What‘s conservative in German?](Followed by various turns in which the teacher tries to elicit and explain the meaning of conservative in German)


Language deficit-‐focused CS: The hows and the whys T3: yes and this is what we have in the lab usually a filter, (ahm) and some (ahm), (ahm), (ahm), (.) (shows a funnel, body language shows uncertainty) S: Trichter [funnel]T: Trichter, [funnel] and what we have to do with the round filter is to (.) (folds it)P: knick [fold] it PP: knicking [folding]T: knicking, [folding] thank you for the word, I do not know if it's right but it sounds good S: it's fold SS: knickingS: you fold it T: I fold it S: knicking (laughter) T: many times and then I can make it for our Trichter, [funnel] shall we try to find the word(walks over to his laptop) I have opened my dictionary, what's the word for Trichter, (types it into his laptop), and ahm (.) funnel, it's the word funnel, it's for me (writes it down on the board), (14:40 -‐ 16:10)


(Wei, 2014)

T: Speaking slowly in Mandarin as he writes on the whiteboard, Wulong Tea, do you know? Black dragon tea. Means /mi scheip/B1: What?T: Made a mistake. Accident. /mi scheip/.G1:/mishäp/, you mean?B1: oh I seeT: What?B2:/mishäp/It’s /mishäp/B1: Not /mi scheip/.T: /mishäp/B1: Yes


Teachers CS in this CLIL study is:•motivated by explicit beliefs/principles.

• contextually constrained.

• domain sensitive.

• guided by an affective dimension.

• providing cognitive and language learning opportunities.


Conclusion: CS in CLIL should

be seen as an asset and

dividend rather than a deficit

option.

18

CLIL Appropriate Language Measures

• Visual narratives

• Text-‐image relationships

• Subject literacy• Lexicalmeaning-‐making

• Code switching• Translanguaging

• Language learner s.

• Communication s.• Study skills

SLC ALP

MMLTRL

Erwin M. Gierlinger

Multilanguaging in CLIL• Explain the most important points in TL and carry out tasks in Lns

• Bilingual mind maps• Use TL texts with L1/Ln introduction and/or summary• Gain information from L2 texts and analyse, discuss, evaluate them in Lns

• Use language games bilingually/multilingually, such as crosswords, memory, bingo

• Bilingual, visual support materials• Create bilingual/multilingual materials (Ln/L2 version in wikipedia).

• Sandwich Technique: L2 > L1> L2 (code-‐switching)• The Art of Code-‐switching• Google/Windows translations • Suggestopedia/super learning: parallel texts• Lexical comparisons: Encourage students to find differences and similarities between their languages 19

ALPs

Erwin M. Gierlinger

Erwin M. Gierlinger College of Education Upper-‐Austria/PH-‐OÖErwin.gierlinger@ph-‐ooe.athttp://clilingmesoftly.wordpress.com


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