The purpose of this study is to examine how specialist teachers relate to content- and language-integrated learning, as well as examine if and how they work with developing the pupils' language and subject knowledge in the tutoring in order to benefit for the pupils learning process. The intention is also to examine which lingual challenges the teachers see in their subject. To answer the research questions, a qualitative method is used, and semi-structured interviews. In total, five senior high school teachers from one school in Västra Götaland have been interviewed and the subjects represented are physical education, social science, history, religion, sociology, mathematics and natural science. The result shows that teachers support content- and language integrated learning in their tutoring and they also believe that it is important to develop the pupils' lingual ability in order for them to develop in their specific subject. However, the result shows that the old subject tradition is still evident to some extent, but the perception of the role as a specialist teacher is changing. Moreover, the result shows that the teachers work with content- and language integrated learning in their specific subject, with an emphasis on terms and the understanding of concepts. It is evident that Vygotskys socio-cultural perspective and Hallidays systemic-functional grammar is seen in how teachers work, but the conclusion is that teachers to a large extent work according to these theories without being aware of it, and thus rather makes it right by coincidence. Further, the result shows that the teachers are aware of what lingual challenges the pupils' come across in their specific subject, and they agree on that there are mainly the cognitive abilities that challenge the pupil. / Syftet med studien är att undersöka hur ämneslärare förhåller sig till språk- och kunskapsutvecklande arbetssätt, samt undersöka om och hur de i så fall arbetar med att utveckla elevens språk och ämneskunskap i undervisningen för att gynna elevens lärande. Intentionen är även att undersöka vilka språkliga utmaningar lärarna anser att eleven möter i deras ämnen. För att besvara studiens frågeställningar har en kvalitativ inriktad metod valts, i form av semistrukturerade intervjuer. Sammanlagt intervjuades fem gymnasielärare från en skola i Västra Götaland och ämnena som representeras är idrott och hälsa, samhällsvetenskap, historia, religion, sociologi, matematik och naturvetenskap. Resultatet visar att lärarna är positivt inställda till språk- och kunskapsutvecklande arbetssätt i ämnesundervisningen och att de tycker att det är viktigt att utveckla elevens språkliga förmåga för att eleven ska kunna utvecklas i deras ämnen. Dock visar resultatet att den gamla ämnestraditionen fortfarande finns kvar till viss del, men att synen på ämneslärarens roll likväl håller på att förändras. Vidare visar resultatet att lärarna arbetar med språk- och kunskapsutveckling i sina ämnen, med fokus på främst termer och begreppsförståelse. Det går tydligt att se Vygotskys sociokulturella perspektiv och Hallidays systemisk-funktionella grammatik i lärarnas arbetssätt, men slutsatsen blir att lärarna till stor del arbetar omedvetet utifrån teorierna och mer råkar ”träffa rätt”. Vidare visar resultatet att alla lärarna är medvetna om vilka språkliga utmaningar som eleven möter i deras ämnen och de är överens om att det främst är de kognitiva förmågorna som är en utmaning för eleven.

Denmark and Norway have more explicit syllabuses for English as a Foreign Language and more time allocated to EFL than Sweden. If measures have been taken to improve the syllabus and to increase time for EFL in these countries, do these measures need to be taken in Sweden too? This study aims to explore time allocation and the use of Content and Language Integrated Learning approaches in the primary school years 1-3 in Sweden. 114 teachers participated in this study through a web-based questionnaire. The findings show that teachers experience time constraints associated with EFL, and a third of the respondents state that they compensate for the time constraints associated with EFL through CLIL approaches. However, whether or not CLIL is indeed present in primary school years 1-3 is difficult to decide, due to the lack of a common frame of reference for CLIL in Sweden and in primary schools, as well as the contextual variables that affect and shape EFL and CLIL. Little, if any, research into the effects of CLIL in years 1-3 in Sweden has been carried out, so this study might help to highlight possible areas of interest for future research and prompt further exploration of the field.

A b s t r a c t: CLIL is an innovative approach how to improve foreign language teaching. Thanks to the globalization, language education became one of the main priorities in most of the states, European countries, especially. However, foreign language education has been intensively discussed over the past two decades, there are still some important questions to answer. What is the best time to start with foreign language teaching? Which methods shall we use? When shall we start with the intensive foreign language teaching? Third grade, second grade or even earlier? I suggest CLIL and, particularly, language showers, could be a suitable solution how to prepare children for the future foreign language teaching. The main goal of my thesis is to find what kind of CLIL activities are suitable for the second grade where I actually teach. More specifically, I will carry out action research which will be based on videorecordings of three CLIL lessons. I will also try to analyse my linguistic and didactic mistakes. The analysis should help me to find solutions which will improve my CLIL teaching. Within the thesis, I will also try to diagnosticate my own pedagogical type which will help me to recognize the characteristics which will play important role during the reflective process of my CLIL teaching. The aim of...

The diploma thesis deals with an innovative method CLIL, which combines the teaching of subject matter with the teaching of a foreign language. The aim of the work is to use action research to verify the possibilities of applying CLIL in first class of chosen state primary school. The action research is a suitable tool to implement a new approach and contributes to improvement of the quality of teaching. The research is focused on the verification of different supporting strategies to create a set of functional scaffolding techniques, which help first graders to overcome the language barriers and achieve the learning objectives. The core of this thesis consists of detailed lesson plans and reflections, in which the used activities and scaffolding are analysed in terms of efficiency. The final part of the thesis includes several recommendations for practice from the perspective of the possibilities and boundaries of using CLIL method in Czech state schools. The research confirmed that the language level of pupils is not a necessary condition of teaching through CLIL and therefore it is possible to use CLIL from first class of primary school. Keywords: foreign language teaching, Content and Language Integrated Learning, action research, foreign language across the curriculum, innovative method.

The aim of this thesis is to determine how English-language teaching in Sweden influences the subject-based communicative competence and language development in Swedish of upper secondary students. The focus is thus on the students’ mother tongue, i.e. the language which gets limited in the teaching practice within so-called content- and language-integrated learning (CLIL). Data was primarily collected by participatory observation in two science program classes, one taught in English and one in Swedish, during their three years in upper secondary school. Additional data was collected through interviews, questionnaires, audio taping of classroom interaction and writing tasks. This created conditions for a comprehensive and nuanced description and interpretation of the linguistic behaviour of teachers and students in the CLIL practice, as well as of the experiences and perceptions they report. Studies were carried out on classroom practice, student texts, and teacher and student experiences of CLIL instruction. These were linked to activity analysis, systemic-functional linguistics and ethnography of communication, i.e. research areas that emphasise the interplay between language, communication and social situation. The general conclusions are: (1) CLIL students use less relevant subject-based language in speech and writing than do control students. This holds for all subjects except Swedish, where both CLIL and control students share linguistic conditions; (2) Swedish is a prerequisite for the students’ own active, subject-based participation in classroom interaction. There is almost no interaction when the language of instruction is English; (3) English is an obstacle, and is also considered as such. The students avoid using English, and the teachers consistently use code-switching strategies in response to the policy that “language should not be an obstacle”. The results suggest that the CLIL environment is less conducive to learning, given current learning theories that focus on active participation. In the already teacher-dominated classroom, the linguistic and interactional demands that come with CLIL teaching seem to add to the challenge of assimilating advanced subject instruction.

Tesi doctoral, Universitat de Barcelona. Facultat de Formació del Professorat, 2012 / The present dissertation is concerned with the Content and Language Integrated Learning (CLIL) approach as it is applied to Physical Education (PE). CLIL is a teaching approach which uses foreign language as a tool to enhance the subject learning process. The PE-in-CLIL programme is based on Coyle’s 4Cs framework (Coyle 2006, 2007 and Coyle, Hood and Marsh 2010). PE-in-CLIL should be understood as a holistic approach that utilises a basic, yet essential principle of learning; that is, we learn by doing. It is based on tasks wherein students are being pushed to go further and are given the support to do so (Gibbons 2009). It fosters content, language, cognition and cultural awareness. Although PE is a popular subject in CLIL, very little research has been published about it. The question of the research is: how does a Physical Education and Language Integrated programme significantly improve children’s oracy in their 5th primary year? Four aims are established. The first aim is to identify the features of Physical Education tasks that improve integrated learning. The second is to identify the specific teaching strategies that improve oral communication. The third is to check that meaningful improvements occur in both oral comprehension and oral interaction. Finally, the fourth aim of this study is to identify the Physical Education and English integrated tasks which appeal most to students. Action Research is used because it solves problems in a realistic way based on the correlation between teachers and professional academics. The PE-in-CLIL Action Research project tries to mesh the curriculum with the reality of school life. It changes the current state of things using systematic reflection. The praxis of the research involves theorizing about practical problems in particular situations and identifying which of these practical theories are widely applicable. PE-in-CLIL research methodology is composed of three Action Research cycles and three levels of analysis. The first level is carried out during the field-work research, and both the second and third levels are carried out after the research. Twenty-six fifth grade students in a primary school in Catalonia participate in the research. Four different tools are used for gathering data: teacher diaries, video recordings, analysis of documents and one motivational test. The findings were henceforth applied to different complementation and triangulation techniques. Finally, Action Research questions are answered, and teaching dilemmas that had emerged during the research are solved. The trustworthiness of this study is grounded in data collection and data analysis. This PE-in-CLIL research uses a wide range of strategies to achieve Guba’s (1985) criteria for evaluation of research in pursuit of a trustworthy qualitative study. The analysis reveals that many features of PE tasks that promote integrated learning are linked to balanced tasks. A task is said to be balanced when it has a measured equivalence amongst motor, communication and cognition skills. Tasks need to be balanced and efficient to improve integrated learning. They must meet five requirements: be motivating, include physical activity, foster oral interaction, develop thinking and be socially conducive. The study also shows that collaborative and cooperative strategies, combined with the leader technique, foster oracy in PE-in-CLIL. The results presented indicate that there are significant improvements in both oral comprehension and oral interaction. The most advantageous PE-in-CLIL activity involves a balanced task that incorporates language and movement without slowing down the pace of the activity. Drills with long explanations that reduce time allotted to physical activity are rejected. The dissertation also discusses the pedagogical implications of its final product: teaching dilemmas and improvements proposals. The analysis of the teaching dilemmas shows how two different tasks can be transformed into a new integrated, holistic, task which proves to be more beneficial than the sum of its parts. The improvement proposals are presented in three parts: those related to scaffolding, those related to teaching, and those related to PE-in-CLIL pedagogy. Finally, the limitations of the study are exposed and the implications for future research of both motor and language learning are detailed. / Aquesta tesi estudia l’aplicació de l’enfocament educatiu AICLE/CLIL a l’educació física. Els acrònims AICLE (Aprenentatge Integrat de Continguts i Llengua Estrangera) i CLIL (Content and language Integrated learning) fan referència a un enfocament educatiu que utilitza la llengua estrangera com llengua vehicular en el procés d’aprenentatge d’assignatures que tenen altres continguts més enllà dels puramente lingüístics. El programa d’educació física en CLIL està basat en el 4Cs framework (Coyle 2006, 2007 and Coyle, Hood and Marsh 2010). L’educació física en CLIL és un enfocament holístic que utilitza els principis d’aprendre fent per ensenyar continguts motrius a través d’una llengua estrangera i, al mateix temps, impulsar les habilitats cognitives i desenvolupar les relacions interpersonals i socials. Pel que fa a la recerca en CLIL, la major part dels estudis fan referència a aspectes lingüístics. S’han trobat molt poques recerques que vinculin l’educació física i l’enfocament CLIL. L’objecte d’estudi té a veure amb la resposta que dóna l’educació física a una demanda social i institucional de plena actualitat com és l’ensenyament-aprenentatge de la llengua estrangera. Es pretén comprovar com el programa integrat afavoreix la didàctica de l’educació física i com contribueix a la competència comunicativa en llengua anglesa. En aquest punt es formula la següent pregunta inicial de la recerca: Com pot un programa d’aprenentatge integrat de continguts d’educació física i llengua anglesa millorar significativament la capacitat comunicativa oral de l’alumnat del cicle superior de primària? Per donar resposta a la pregunta s’estableixen quatre objectius: 1/ Determinar les característiques de les tasques d’educació física que afavoreixen l’aprenentatge integrat. 2/ Identificar les estratègies didàctiques específiques del programa d’educació física en CLIL que milloren la comunicació oral (comprensió i expressió oral – listening and speaking). 3/ Comprovar que amb l’aplicació del programa d’educació física en CLIL es produeix una millora significativa en la comprensió i l’expressió oral en llengua anglesa. 4/ Identificar les tasques integrades d’educació física i llengua anglesa amb més interès per l’alumnat. S’ha escollit la investigació-acció com a mètode de recerca per tres raons. En primer lloc, perquè pot millorar l'aprenentatge i les pràctiques educatives. En segon lloc, perquè permet avançar en el coneixement i la teoria, és a dir, aportar noves idees sobre com les coses es poden fer i per què. Finalment, perquè permet al professorat ser investigador pràctic i desenvolupar la recerca en el propi centre educatiu. Concretament s’escull, i s’adapta, el model d’Elliot (1990, 1991, 2007) pel seu pragmatisme i perquè promou un procés que té lloc entre la teoria i els problemes de la seva aplicació a l’aula. La mostra és un grup natural de vint-i-sis estudiants de cinquè nivell de l’ensenyament primari d’una escola pública de Catalunya. La informació s’obté mitjançant els diaris (del professor-investigador i dels observadors externs) com instruments principals i l’enregistrament en vídeo, l’anàlisi documental a més del test de motivació AMPET com instruments complementaris. S’han utilitzat diferents estratègies per garantir el rigor científic de la recerca (Guba 1985). Entre d’altres es disposen de diversos diaris de contrast i un grup interdisciplinar d’experts. Aquests col•laboradors crítics i validadors han contrastat els enregistraments relatius a la millora de l’expressió oral i els Key Learning Moments corresponents a les tasques d’educació física en CLIL. L’anàlisi es desenvolupa en tres nivells. Un primer nivell que engloba tots els cicles d’investigació-acció. Un segon nivell que analitza, per separat, els resultats dels instruments utilitzats i un tercer nivell en el qual es determinen les coincidències i les discrepàncies entre els resultats dels diferents instruments mitjançant l’ús de tècniques de complementació i triangulació. L’anàlisi revela la relació entre tasques equilibrades i aprenentatge integrat. Les tasques d’educació física en CLIL han de ser equilibrades i eficients per assolir un aprenentatge integrat. Es defineixen cinc característiques que han de complir: ser motivants, incloure activitat física, facilitar la comunicació oral, desenvolupar les habilitats cognitives i ser socialitzadores. L’estudi també mostra que les estratègies d’aprenentatge cooperatiu combinades amb la tècnica del líder i els jocs motrius estimulen la interacció oral. Els resultats que es presenten mostren una millora significativa en la comprensió i l’expressió oral en llengua anglesa. Es destaca la importància d’incorporar el llenguatge a la tasca motriu sense alentir l’activitat. Les tasques que requereixen d’explicacions llargues que redueixen el temps destinat a l’activitat física són rebutjades. Finalment, es tracten les implicacions pedagògiques i millores per les dues assignatures (educació física i llengua anglesa), la importància del suport lingüístic (scaffolding), les limitacions de l’estudi i les noves possibilitats de recerca en els camps de l’aprenentatge motriu i lingüístic. / Esta tesis estudia la aplicación del enfoque educativo AICLE/CLIL en la educación física. Los acrónimos AICLE (Aprendizaje Integrado de Contenidos y Lengua Extranjera) y CLIL (Content and language Integrated learning) se refieren a un enfoque educativo que utiliza la lengua extranjera como lengua vehicular en el proceso de enseñanza-aprendizaje de asignaturas que tienen otros contenidos más allá de los puramente lingüísticos. El programa de educación física en CLIL está basado en el 4Cs framework (Coyle 2006, 2007 and Coyle, Hood and Marsh 2010). La educación física es un enfoque holístico que utiliza los principios del learning by doing para enseñar contenidos motrices mediante el uso de una lengua extranjera y, al mismo tiempo, impulsar las habilidades cognitivas y desarrollar las relaciones interpersonales y sociales. En referencia a la investigación en CLIL, la mayor parte de los estudios hacen referencia a aspectos lingüísticos. Se han hallado muy pocas investigaciones que relacionen la educación física y el enfoque educativo CLIL. El objeto del estudio está vinculado con la respuesta que la educación física da a una demanda social e institucional de plena actualidad como es la enseñanza-aprendizaje de la lengua extranjera. Se pretende comprobar cómo el programa integrado favorece la didáctica de la educación física y cómo contribuye a la competencia comunicativa en lengua inglesa. Se formula la siguiente pregunta inicial: cómo puede un programa de aprendizaje integrado de contenidos de educación física y lengua inglesa mejorar significativamente la capacidad comunicativa oral del alumnado del ciclo superior de primaria? Para dar respuesta a la pregunta se establecen cuatro objetivos: 1/ Determinar las características de las tareas de educación física que favorecen el aprendizaje integrado. 2/ Identificar las estrategias didácticas específicas del programa de educación física en CLIL que mejoran la comunicación oral (comprensión y expresión oral -listening and speaking). 3/ Comprobar que con la aplicación del programa de educación física en CLIL se produce una mejora significativa de la comprensión y la expresión oral en lengua inglesa. 4/ Identificar las tareas integradas de educación física y lengua inglesa que despiertan más interés en el alumnado. Se ha escogido la investigación-acción como método de investigación por tres razones. En primer lugar, porque puede mejorar el aprendizaje y las prácticas educativas. En segundo lugar, porque permite avanzar en el conocimiento y la teoría, es decir, aportar nuevas ideas sobre cómo las cosas se pueden realizar y por qué. Finalmente, porque permite al profesorado ser investigador práctico y desarrollar la investigación en el propio centro educativo. Concretamente se escoge, y se adapta, el modelo de Elliot (1990, 1991, 2007) por su pragmatismo y porque promueve un proceso que tiene lugar entre la teoría y los problemas de su aplicación en el aula. La muestra corresponde a un grupo natural de veintiséis estudiantes de quinto nivel de educación primaria de una escuela pública de Catalunya. La información se obtiene mediante los diarios (del profesor-investigador y de los observadores externos) como instrumentos principales y la grabación en vídeo, el análisis de documentos y el test de motivación AMPET como instrumentos complementarios. Se han utilizado diversas estrategias para garantizar el rigor científico de la investigación (Guba 1985). Entre otras, se disponen de diversos diarios de contraste y de un grupo interdisciplinar de expertos colaboradores críticos y validadores. Se han contrastado los registros relativos a la mejora de la expresión oral y los Key Learning Moments correspondientes a las tareas de educación física en CLIL. El análisis se desarrolla en tres niveles. El primer nivel abarca todos los ciclos de investigación-acción. En el segundo nivel se analizan, por separado, los resultados de los diferentes instrumentos utilizados y en el tercer nivel se determinan las coincidencias y discrepancias entre los resultados de los diferentes instrumentos usando técnicas de complementación y triangulación. El análisis revela la relación entre tareas equilibradas y aprendizaje integrado. Las tareas de educación física en CLIL han de ser equilibradas y eficientes para alcanzar un aprendizaje integrado. Se definen cinco características que han de cumplir: ser motivantes, incluir actividad física, facilitar la comunicación oral, desarrollar las habilidades cognitivas y ser socializadoras. El estudio también muestra que las estrategias de aprendizaje cooperativo combinadas con la técnica del líder y los juegos motrices estimulan la interacción oral. Los resultados que se presentan muestran una mejora significativa en la comprensión y la expresión oral en lengua inglesa. Se destaca la importancia de incorporar el lenguaje a la tarea motriz sin ralentizar la actividad. Las tareas que requieren de largar explicaciones que reducen el tiempo dedicado a la actividad física son rechazadas. Finalmente, se tratan las implicaciones pedagógicas y mejoras para las dos asignaturas (educación física y lengua inglesa), la importancia del soporte lingüístico (scaffolding), las limitaciones del estudio y las nuevas posibilidades de investigación en los campos del aprendizaje motor y lingüístico.

The present dissertation is a corpus-based investigation of the frequency, structure and functions of lexical bundles in published scientific writing in English, whose main objective is the creation of an inventory of the most frequent and pedagogically useful lexical bundles in scientific prose, one that can be utilized in a variety of teaching applications. In this study, three- to six-word lexical bundles were extracted from a 1.3 million word sample from the Health Science Corpus, a collection of published articles in biology and biochemistry. This initial list was filtered and enhanced through the application of the Mutual Information (MI) statistic and of a set of exclusion criteria established to satisfy the pedagogical objectives of the study. Following the SciE-Lex investigation (Verdaguer et al., 2009) the remaining lexical bundles were grouped together using like keywords. The present study additionally used the concept of prototypical bundle, which is based on Sinclair’s (2004) notion of canonical units of meaning, to tackle the semantic and structural connections between similar bundles. The structural and functional characteristics of the lexical bundles were explored through careful concordance analysis, which made it possible to categorize the bundles using modified versions of Biber et al.’s (1999) structural framework and Hyland’s (2008a) functional taxonomy. These quantitative and qualitative analyses reveal how native expert writers employ recurrent word strings in the construction of a coherent, well-structured and convincing scientific text that conforms with the conventions of the genre. They bring to light the different functions that lexical bundles perform in scientific discourse, and how these functions enable writers to address their research concerns, achieve their communication goals and elicit the desired reaction from their target audience. They also show the typical structural realizations of these bundle functions, as well as important aspects of usage that non-native writers need to be aware of to be able to incorporate these expressions in their own writing. The study also compares the results obtained from the corpus of published scientific articles to the lexical bundles found in a smaller corpus of biomedical research articles written by native Spanish-speaking scientists, who are all non-native users of English. In accordance with the methodology proposed by Cortes (2004), the lexical bundles identified in the HSC were treated as target bundles and subsequently searched for and analyzed in the corpus of non-native writing. This comparison uncovered non-native writers’ overuse of certain bundles, a tendency that results in unnecessary repetitiveness and lack of variation, as well as their restricted use of participant- oriented bundles, which points to their limited awareness of the usage and importance of this particular function. The dissertation also discusses the pedagogical implications of its final product, a practical list of lexical bundles in scientific English for use in teaching applications, and how it addresses the six major challenges that hinder the successful introduction of lexical bundles in EAP classrooms and teaching materials, as identified by Byrd and Coxhead (2010). / La presente tesis es una investigación de la frecuencia, la estructura y las funciones de los “lexical bundle” en artículos científicos escritos en inglés, con la finalidad de crear un inventario de los “lexical bundle” más frecuentes y pedagógicamente rentables en la prosa científica, una lista que se puede utilizar en varias aplicaciones didácticas. La investigación empezó con la identificación de combinaciones léxicas de tres a seis palabras en una muestra del “Health Science Corpus” que contiene 1,3 millones de palabras. Después, se filtró la lista inicial con la aplicación de la estadística de la información mutua y de un conjunto de criterios de exclusión. Se organizó la lista a través de la agrupación de los “lexical bundle” mediante las palabras clave que tenían en común y la utilización del concepto de “prototypical bundle” o combinación prototípica (Sinclair, 2004), que permitió tratar las conexiones semánticas y estructurales entre los “lexical bundle” similares. Finalmente, se investigaron las características estructurales y funcionales de las combinaciones léxicas a través del análisis de listas de concordancia, lo que hizo posible clasificar los “lexical bundle” según versiones modificadas del marco estructural de Biber et al. (1999) y la taxonomía funcional de Hyland (2008). Los análisis cuantitativos y cualitativos revelan cómo los científicos nativos y con largas trayectorias de publicación científica, emplean combinaciones léxicas en la construcción de un texto científico coherente, bien estructurado y convincente que se ajusta a las convenciones del género. Ponen de relieve las distintas funciones que realizan las combinaciones léxicas en el discurso científico y muestran las típicas realizaciones estructurales de estas funciones. El estudio también compara los resultados obtenidos del “Health Science Corpus” a un corpus más pequeño de artículos de investigación biomédica escritos por científicos de habla española, que son todos usuarios no nativos de inglés. Esta comparación resaltó las diferencias entre los autores nativos y los no nativos, y permitió averiguar las dificultades que los científicos no nativos pueden tener en el uso de combinaciones léxicas, y cómo estas dificultades pueden abordarse en el aula de idiomas, así como en los materiales didácticos.

Cette recherche vise à analyser la communication pédagogique multimodale dans des mondes synthétiques (virtuels). L'étude se focalise sur le rapport entre le verbal et le non verbal et son rôle de soutien pour la production et la participation verbales en langue étrangère. Celui-ci est analysé dans une perspective socio-sémiotique de la multimodalité, dans le contexte d'une formation conduite dans le monde synthétique Second Life selon une approche Enseignement d'une Matière Intégré à une Langue Étrangère (Emile). La formation, 'Building Fragile Spaces' menée dans le cadre du projet européen ARCHI21 a été conçue pour des étudiants d'architecture dont la langue étrangère était soit le français soit l'anglais.Le rapport entre le verbal et le non verbal est examiné selon trois angles différents. Premièrement, le rôle du non verbal pendant une activité de construction collaborative est analysé au vu des opportunités offertes par des mondes synthétiques pour la co-création de l'environnement et pour la collaboration. A travers cette étude, nous nous demandons si l'utilisation du mode non verbal a un impact sur la participation des étudiants dans le mode verbal et si le rapport entre ces deux modes a une influence sur la production verbale. Deuxièmement, l'utilisation du non verbal pour la construction des identités est abordée et est considérée en rapport avec l'interaction et la participation verbale des étudiants dans la langue étrangère. Finalement, la recherche se concentre sur le rapport entre les modalités audio et clavardage dans le mode verbal. Plus particulièrement, l'étude s'intéresse au rôle du clavardage dans l'interaction puisqu'il est en compétition non seulement avec l'audio mais également avec plusieurs modalités non verbales. La possibilité d'utiliser le clavardage pour la rétroaction est également abordée.Cette thèse cherche à contribuer aux considérations méthodologiques exigées pour que la recherche concernant la communication pédagogique multimodale dans des mondes synthétiques puisse aller au-delà des exemples spéculatifs et anecdotiques. Une typologie de modalités verbales et non verbales est proposée. Elle sert à étendre une méthodologie proposée pour la transcription des interactions multimodales aux interactions possibles dans les mondes synthétiques. En vue de la problématique plus générale, dans les domaines des Sciences Humaines et des Sciences du Langage, il s'agit de rendre visibles et accessibles publiquement les données utilisées pour les analyses. En effet, cette étude se réfère à un corpus d'apprentissage dans son approche méthodologique. La construction d'un corpus structuré permet d'effectuer des analyses contextualisées des données recueillies lors de la formation 'Building Fragile Spaces'.Cette recherche propose quelques éléments de réponse concernant l'augmentation de la participation verbale en rapport avec l'organisation proxémique des étudiants, la customisation de l'apparence des avatars des étudiants et l'utilisation importante des actes non verbaux. Concernant la production verbale, l'étude décrit comment, dans le mode non verbal, le mouvement de l'avatar est employé en tant que stratégie pour surmonter des difficultés de communication dans le mode verbal. Ces difficultés concernent, en particulier, l'expression de la direction et de l'orientation. L'étude montre également l'intérêt d'utiliser le clavardage pour offrir de la rétroaction concernant la forme linguistique dans le but de soutenir la production verbale des apprenants dans la modalité audio. Au vu des résultats, l'étude propose quelques considérations concernant la conception des activités pédagogiques pour l'apprentissage des langues dans des mondes synthétiques. / This research focuses on multimodal pedagogical communication in synthetic (virtual) worlds. The study investigates the interplay between verbal and nonverbal interaction which supports verbal participation and production in a foreign language. This is analysed from a socio-semiotic perspective of multimodality within the context of a course held in the synthetic world Second Life, which adopted a Content and Language Integrated Learning (CLIL) approach. The course, entitled 'Building Fragile Spaces', formed part of the European project ARCHI21. It was designed for higher education students of Architecture whose foreign language was either French or English.The interplay between verbal and nonverbal interaction is examined from three different angles. Firstly, considering the opportunities synthetic worlds offer for the co-creation of the environment through building activities and for collaboration, the role played by the nonverbal mode during a collaborative building activity is investigated. The study questions whether the use of the nonverbal mode impacts on the participation of students in the verbal mode, and whether any interplay exists between these two modes that influences verbal production. Secondly, use of the nonverbal mode by students in inworld identity construction is addressed and considered with reference to their verbal interaction, and participation, in the foreign language. Thirdly, the research concentrates upon interplay between the audio and textchat modalities in the verbal mode. More specifically, the focus is on whether the textchat plays a role during interaction, considering it is in competition not only with the audio modality but also with several nonverbal modalities; and on whether the textchat modality can serve for feedback provision on language form.This thesis seeks to contribute to the methodological considerations to allow research to move beyond speculative and anecdotal examples of multimodal pedagogical communication in synthetic worlds. A typology of nonverbal and verbal modalities is proposed, and then drawn upon, to extend a previous methodology suggested for multimodal transcription to interactions in synthetic worlds. Considering, within the fields of Social Sciences and Language Sciences, the more general research problem to render research data used for analyses visible and publically accessible, the study adopts a LEarning and TEaching Corpus (LETEC) methodological approach. Constituting a structured corpus allows for contextual analyses of the data collected during the 'Building Fragile Spaces' course.This research offers insights into how verbal participation increases with reference to the proxemic organisation of students, the customization of students' avatar appearance and an increased use of nonverbal acts. Concerning verbal production, the study shows how avatar movement in the nonverbal mode was used as a strategy to overcome verbal miscommunication when expressing direction and orientation and also the benefits of using the textchat modality for feedback on language form in order to support learners’ productions in the audio modality. In light of these results, the study suggests some considerations concerning the design of pedagogical activities for language learning within synthetic worlds.

The diploma thesis is concentrated on CLIL, an innovative method of teaching. It integrates the content and the language learning. The aim of this work is to find out how CLIL is actually realized at primary schools and discover the possibilities and the limits of this method. The theoretical part of this work is based on the literature and it summarizes the main characteristic of Content and Language Integrated Learning. The practical part of this diploma thesis is an outcome of qualitative research. As the methods of research I used interviews with teachers, observations, a realization and a following reflection of a lesson which was planned and based on the principles of CLIL. The result of this work is the analysis of the CLIL lessons in primary education and the analysis of the possibilities and the limits of this method. KEYWORDS innovative method, foreign language teaching, Content and Language Integrated Learning, foreign language across the curriculum, qualitative research

TITLE: CLIL Implementation Into Primary School Teaching AUTHOR: PhDr. Petra Vallin DEPARTMENT: Department of Primary School Education, Faculty of Education, Charles University SUPERVISOR: Prof. PhDr. Vladimíra Spilková, CSc. ABSTRACT: This thesis deals with the Content and Language Integrated Learning (CLIL) which the European Union finds as a useful tool for teaching foreign languages in the 21st century. The objective of the theoretical part is to clarify the concept of CLIL and compare different interpretations and models which appears in school practice. We also focus on meta-analysis of research studies that have been undertaken in this area since 2005. The theoretical part provides insight into the history of CLIL in selected European countries including the Czech Republic. The first part concludes with a chapter on theoretical concepts which CLIL refers to and which are essential for implementation of CLIL. The aim of the empirical part is to implement CLIL into primary school teaching and describe what changes this innovation brings into practice. The empirical part is based on action research methodology which enable our active participation in the project of CLIL implementation. The main findings concerns the changes of the communication in the CLIL classroom. The results also shows that CLIL...