On self-reported use of communication strategies by CLIL learners in primary education

Martínez-Adrián, María; Puerto, Francisco Gallardo del; Basterrechea, María

doi:10.1177/1362168817722054

Cited by 56 publications

(12 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…No differences between the two age/proficiency groups were observed. As for the distribution of categories, holistic strategies were the most employed, a finding attributed to the overriding effect of CLIL as reported in other investigations with young learners that have analysed self--reported opinions (Martínez--Adrián, Gallardo--del--Puerto, & Basterrechea, 2019). In other words, even if these participants were considered low--proficient learners, they were exploiting strategies more typical of advanced learners, a result that might be due to the type of input received in their CLIL lessons, which is full of reformulations in the TL.…”

Section: Research In Clil Settingsmentioning

confidence: 65%

Untitled

Costa¹,

Pladevall-Ballester²

2022

E-JournALL

View full text Add to dashboard Cite

EN As early second language learning is increasingly considered fundamental in children's development and as early language learning programmes are encouraged both at institutional and societal levels, research has expanded in scope from a narrow focus on age to examine the interplay between variables affecting language learning. In this introductory article to the special issue, we first provide an overview of the field of early second and foreign language learning and how it has changed over the last few years. Next, we report challenges and strategies that should be tackled both in research and in pedagogical practices. These include teacher education and use of teaching strategies, the use of multilingual practices, bilingual and CLIL programmes and teachers', students' and parents' beliefs about language learning at an early age. We conclude with an overview of the articles and book reviews included in this special issue.

show abstract

Section: Research In Clil Settingsmentioning

confidence: 65%

Untitled

Costa¹,

Pladevall-Ballester²

2022

E-JournALL

View full text Add to dashboard Cite

show abstract

“…These learners were primarily making use of appeals for assistance during vocabulary deliberations, which they were producing entirely in Spanish most of the time. Appeals for assistance are strategies widely used by young learners in recent investigations carried out with children and oral production (Azkarai & García Mayo, 2017;García Mayo & Hidalgo, 2017;Martínez-Adrián, 2020a), and also with children and self-reported opinions (Martínez-Adrián, Gallardo-del-Puerto, & Basterrechea, 2019).…”

Section: Discussionmentioning

confidence: 99%

The interface between task-modality and the use of previously known languages in young CLIL English learners

Martínez-Adrián

Arratibel-Irazusta

2020

10.14746/ssllt

Self Cite

View full text Add to dashboard Cite

This article contributes to the scarcity of research on the interface between task-modality and the use of previously known languages (PKL) in young learners. It examines the use of Basque/Spanish by CLIL learners (aged 10-11) during oral interaction while completing two collaborative tasks in English: a speaking task and a speaking + writing task. Findings indicate that these learners are extensive users of their PKL. Task-modality is particularly evident in the case of amount of PKL use, as a higher number of PKL turns are obtained in the speaking + writing task. However, task-modality has a limited effect on the functions of PKL, which contrasts with previous studies with adults. Despite the extensive use of their PKL, these young and low-proficient learners employ them as cognitive tools that facilitate the organization of the tasks, the co-construction of meaning and the attention to formal aspects of language such as mechanics.

show abstract

“…The instructional functions of the teachers' speech acts were to control the children's behaviors, to organize learning situations, and to motivate children for learning. Besides, (Martínez-Adrián et al,2017) conducted a study on self-reported use of communication strategies by content and language integrated learning (CLIL) in primary education. Learners' self-reported opinions about the use of communication strategies (guessing, miming, morphological creativity, dictionary, predicting, paraphrasing, borrowing, calque, foreignizing, avoidance and appeal for assistance) were being examined to collect the data needed.…”

Section: Introductionmentioning

confidence: 99%

Classroom Communication in Early Childhood Education

Swari

Tantra

Pratiwi

2020

JERE

View full text Add to dashboard Cite

This study aims to investigated the speech act types and communication strategies in early childhood education. This research was a classroom research. Data were collected through unobtrusive observation during learning interactions. The obtained data were analyzed qualitatively. The recorded children’s and teachers’ speech acts were totaled 360. The research findings are as follows. Firstly, the recorded speech consisted of four types, they are: directive, expressive, declarative, and assertive acts. Directive acts were the most frequently used (93.3%), followed by expressive acts (5%), assertive acts (1.4%), and declarative acts (0.3%). The telling speech acts dominated the verbal interactions (44.4%) followed by request speech acts (32.2%). Secondly, 360 communication strategies were found. The telling and request sub-speech acts were delivered using compensatory strategies (96.11%). The teachers used 280 code-switching strategies (77.78%) while the children used none (0%); 14 non-linguistic forms strategies (3.89%) were used by the teachers while 6 self-repairs strategies (1.67%) by the children; 14 all-purpose words strategies (3.89%) were used by the teachers while none (0%) by the children; 14 asking for repetitions strategies (3.89%) were used by the teachers while none (0%) by the children; none filters/hesitation devices strategy (0%) was used by the teachers while 8 (2.22%) by the children; none (0%) literal translation strategy was used by the teachers while 12 (3.33%) by the children. The most frequently directive acts imply towards the effectiveness of the children’s communicative skill.

show abstract

On self-reported use of communication strategies by CLIL learners in primary education

Cited by 56 publications

References 37 publications

Untitled

Untitled

The interface between task-modality and the use of previously known languages in young CLIL English learners

Classroom Communication in Early Childhood Education

Contact Info

Product

Resources

About