Classroom Interaction in CLIL Programs: Offering Opportunities or Fostering Inequalities?

Llinares, Ana; Evnitskaya, Natalia

doi:10.1002/tesq.607

Cited by 24 publications

(6 citation statements)

References 35 publications

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“…Rather than concluding deficit views from overly simplistic conceptions of children's developing L2 competence, this study sheds light on the complex nature of L2 learners' meaning‐making. It also provides some indication of how teachers might alleviate the risk of inequity associated with CLIL programs in which linguistically advantaged learners are generally considered more likely to succeed (Llinares & Evnitskaya, 2020).…”

Section: Discussionmentioning

confidence: 99%

Exploring Children's L2 Disciplinary Literacy Through a Multimodal Science Project in a CLIL Context

Coyle

Larios

2023

TESOL Quarterly

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This study explores the ways in which young second language learners in an intact fourth‐grade content and language integrated (CLIL) science class drew on the affordances of multiple semiotic resources including language, images, sound, movement, etc., to construct disciplinary knowledge in the context of a multimodal project on machines. After an instructional period in which attention to literacy was embedded in their science classes, the learners designed and illustrated their own complex machine, filmed a digital video and produced a written explanation. By integrating a systemic functional linguistics‐informed analysis of the linguistic features of the children's written texts with a semiotic analysis of the intermodal relationships in their projects, we offer insights into the interrelation of different modes (linguistic, visual and aural) in facilitating children's meaning‐making in the L2. The results revealed considerable within‐group variability in the learners' written texts and intermodal relations of concurrence and complementarity in their multimodal projects. The role of multimodal tasks in providing all children with effective tools for communicating knowledge is discussed.

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Section: Discussionmentioning

confidence: 99%

Exploring Children's L2 Disciplinary Literacy Through a Multimodal Science Project in a CLIL Context

Coyle

Larios

2023

TESOL Quarterly

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“…Therefore, researchers first proposed the onestage YOLO algorithm, which combines the generation of candidate frames and classification together, and the recognition accuracy is worse than that of Faster R-CNN but faster. This method is comparable to Faster R-CNN in terms of accuracy but much faster than it [21].…”

Section: Related Workmentioning

confidence: 94%

Neural Network Topology Construction and Classroom Interaction Benchmark Graph Based on Big Data Analysis

Luan

Shang²

2021

Wireless Communications and Mobile Computing

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With the rapid development of artificial intelligence and deep learning in recent years, many universities have put forward the goal of achieving digitalization, intelligent, and education informatization on campus. Throughout the lecture and learning process, the classroom status is an important reference factor to assess students’ acceptance of the course and the quality of lectures. However, at present, classroom status analysis is mainly conducted manually, which can distract teachers’ attention, so it is of great research significance to find a method that can improve the efficiency of classroom status analysis. In this paper, we choose an offline method to analyze the status of a classroom video recording in terms of students’ behavior and attendance in terms of frames, in which student behavior is identified by an improved target detection algorithm and attendance is analyzed by face recognition. By analyzing the structure of the neural network model, an improved neural network model is proposed for its characteristics of a large number of parameters and poor detection of small targets in the basic network. The backbone network is replaced by the improved neural network, and the depth-separable convolutional network is used to reduce the network parameters and increase the computation speed. The information in the deeper feature map is fused upward into the shallow layer to improve the accuracy of small target recognition. Finally, the optimization algorithm is incorporated into the network to optimize the network model and accelerate the model convergence speed. In addition, this paper incorporates the improved behavior recognition method and face recognition method into the system to realize the analysis of the offline classroom status. The system is divided into a teacher side and a management side, where the teacher side is responsible for uploading course recordings and the management side is responsible for randomly analyzing students’ status and attendance at any time, and the combination of the two forms a convenient and comprehensive classroom status analysis system platform. Users can upload classroom videos through the instructor interface and can view the classroom status analysis results of a course at any time by searching randomly in the administration. In this paper, the classroom status is mainly judged by the recognition of students’ behaviors.

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“…Interest in CLIL at the levels of policy, practice, and research has been growing rapidly worldwide over the last two decades and is likely to continue (Dalton‐Puffer, Hüttner, & Llinares, 2022). However, as CLIL (especially with English as the language of instruction) spreads across the world, the implications for social equality are just beginning to be explored (Codó, 2022; Hidalgo‐McCabe & Fernández‐González, 2019; Llinares & Evnitskaya, 2021; Pérez Cañado, 2020). One issue in CLIL practice that has a direct influence on equality is that of assessment.…”

Section: Introductionmentioning

confidence: 99%

Exploring Bases of Achievement in Content and Language Integrated Assessment in a Bilingual Education Program

Morton

Sobhy

2023

TESOL Quarterly

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This study explores the bases of achievement invoked by teachers when assessing students' work in the context of a bilingual education program where academic subjects are taught through English as a foreign language. During a professional development seminar, teachers judged samples of students' writing in response to tasks that elicited the three cognitive discourse functions (CDFs) of define, evaluate, and explore. The teachers' discourse was analyzed using specialization, a dimension of Legitimation Code Theory-LCT (Maton, Knowledge and Knowers. Towards a realist sociology of education, 2014), a sociological framework for analyzing knowledge practices. Specialization codes provide insight into epistemic relations (knowledge) and social relations (knowers) in educational practices. The results show that within epistemic relations, there was a balance between content and language as bases of achievement. Content quality was emphasized over quantity, language form was emphasized over function, and teachers gave different weights to language depending on the quality of the content. Social relations were also invoked, though less often than epistemic relations. The results suggest that teachers' positioning of students in terms of epistemic and social relations in their assessment practices may have consequences for the equitable treatment of learners in bilingual programs.

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Classroom Interaction in CLIL Programs: Offering Opportunities or Fostering Inequalities?

Cited by 24 publications

References 35 publications

Exploring Children's L2 Disciplinary Literacy Through a Multimodal Science Project in a CLIL Context

Exploring Children's L2 Disciplinary Literacy Through a Multimodal Science Project in a CLIL Context

Neural Network Topology Construction and Classroom Interaction Benchmark Graph Based on Big Data Analysis

Exploring Bases of Achievement in Content and Language Integrated Assessment in a Bilingual Education Program

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