Thesis (MEd (Curriculum Studies))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: The study seeks to investigate how a language is used in teaching and learning of natural science in the intermediate phase, with specific reference to the way in which isiXhosa (learners’ home language) is used alongside English (the resource language and medium of teaching and learning). My research investigated teaching and learning practice materials in two classes and studied the roles of English and isiXhosa in mediating cognitively challenging subject content, particularly natural science concepts and terminology. In chapter two I refer to different theoreticians to advance my argument around the use of language as a tool to promote cognitive development and conceptual understanding in areas of academic learning in this case, natural science. I looked at work done internationally on cognitive development and then explored numerous research projects conducted on the same issue in an African context around the use of indigenous languages in teaching and learning. I also explored the Language in Education Policy underpinning the natural science curriculum statement, particularly the distinction between additive and subtractive bi/multilingualism. I will discuss the language of science and investigate how this highly specialised natural science jargon is used to convey understanding of science to learners who are not native speakers of English. Classroom observations and interviews with teachers are used to gain insight into the use of both isiXhosa and English in everyday teaching and learning. Teaching and learning materials such as textbooks and learners’ work are also explored. These are attempts to determine how natural science concepts and terminology are explained to learners and which language is used and for what purposes? The study concludes that the lack of materials in isiXhosa, coupled with unplanned code switching to English and the extensive use of English borrowings affect learners’ ability to understand cognitively challenging material. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek hoe taal gebruik word in die onderrig en leer van natuurwetenskap in die interim fase met spesifieke verwysing na die wyse waarop isiXhosa (die leerders se huistaal) saam met Engels (die taal van hulpbronne en van onderrig-leer). My navorsing het die onderrig en leer praktyke van en materiaal in twee klasse ondersoek en die rolle van isiXhosa en Engels bestudeer waar kognitief-komplekse leermateriaal, veral natuurwetenskap konsepte en terminologie gebruik is. In hoofstuk twee verwys ek na verskeie teoretici om my argument oor die gebruik van taal as instrument om kognitiewe ontwikkeling en konseptuele begrip van natuurwetenskap (in hierdie geval) te bevorder, te ondersteun. Ek ondersoek internasionale perspektiewe op kognitiewe en konseptuele ontwikkeling in akademiese kontekste, in hierdie geval natuurwetenskap, opgevolg deur ‘n verskeidenheid van navorsingsprojekte op dieselfde onderwerp in die konteks van Afrika, veral wat betref die gebruik van inheemse tale in leer en onderrig. Ek neem die Taal in Onderrig Beleid onderliggend aan die natuurwetenskap kurrikulumverklaring in ag, met spesifieke verwysing na die onderskeid tussen aanvullende en afbrekende twee- en meertaligheid. Die taal wat in die natuurwetenskappe gebruik word, word ook onder die loep geneem en die ondersoek fokus op die wyse waarop hierdie hoogs gespesialiseerde vaktaal gebruik word om natuurwetenskap by leerders wat nie huistaalsprekers van Engels is nie, tuis te bring. Klaskamerwaarneming en onderhoude met onderwysers is gebruik om insig te verkry in die gebruik van beide isiXhosa en Engels in daaglikse onderrig en leer. Onderrig- en leermateriaal soos handboeke en leerders se werk is ook ondersoek. Hierdie is gedoen om uit te vind hoe natuurwetenskap konsepte en terminologie aan leerders verduidelik word en watter taal gebruik word vir watter doeleindes. Die studie kom tot die gevolgtrekking dat ‘n gebrek aan onderrig- en leermateriaal saam met onbeplande kodewisseling tussen Engels en Afrikaans en die uitgebreide gebruik van leenwoorde uit Engels beïnvloed die leerders se vermoë om kognitief komplekse materiaal te verstaan.

In the world of Descriptive Translation Studies, translationese refers to the specific traits that characterise the language used in translations. While translationese has been often investigated to illustrate that translational language is different from non-translational language, scholars have also proposed a set of hypotheses which may characterise such di erences. In the quest for the validation of these hypotheses, embracing corpus-based techniques had a well-known impact in the domain, leading to several advances in the past twenty years. Despite extensive research, however, there are no universally recognised characteristics of translational language, nor universally recognised patterns likely to occur within translational language. This thesis addresses these issues, with a less used approach in the eld of Descriptive Translation Studies, by investigating the nature of translational language from a machine learning perspective. While the main focus is on analysing translationese, this thesis investigates two related sub-hypotheses: simplication and explicitation. To this end, a multilingual learning framework is designed and implemented for the identification of translational language. The framework is modelled as a categorisation task, the learning techniques having the major goal to automatically learn to distinguish between translated and non-translated texts. The second and third major goals of this research are the retrieval of the recurring patterns that are revealed in the process of solving the task of categorisation, as well as the ranking of the most in uential characteristics used to accomplish the learning task. These aims are ful lled by implementing a system that adopts the machine learning methodology proposed in this research. The learning framework proves to be an adaptable multilingual framework for the investigation of the nature of translational language, its adaptability being illustrated in this thesis by applying it to the investigation of two languages: Spanish and Romanian. In this thesis, di erent research scenarios and learning models are experimented with in order to assess to what extent translated texts can be diff erentiated from non-translated texts in certain contexts. The findings show that machine learning algorithms, aggregating a large set of potentially discriminative characteristics for translational language, are able to diff erentiate translated texts from non-translated ones with high scores. The evaluation experiments report performance values such as accuracy, precision, recall, and F-measure on two datasets. The present research is situated at the con uence of three areas, more precisely: Descriptive Translation Studies, Machine Learning and Natural Language Processing, justifying the need to combine these elds for the investigation of translationese and translational hypotheses.

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.

According to the South African Schools Act no 86 or 1994, school governing bodies determine the official language used as Language of Learning and Teaching (LoLT) in public schools. Black community primary schools use home language in the Foundation Phase, and switch to English from the fourth grade. This study investigates Zulu as LoLT in the Foundation Phase in selected township primary schools in Gauteng East District. A qualitative inquiry used semi-structured interviews to collect data from Grade Three teachers. Findings were that educators welcomed use of learner’s Home Language as LoLT; due to diverse linguistic backgrounds of teachers and learners, Zulu was not used effectively in classrooms; code switching to English was prevalent; parent involvement was poor due to parents’ lack of Zulu proficiency and learning and teaching materials were mainly in English. The review of school language policies and the provision of multiple medium classes to accommodate language diversity were recommended. / Educational Studies / M. Ed. (Early Childhood Development)

The aim of this study is to examine in what way teachers in upper secondary school who teaches non-language centered courses uses scaffolding within the theoretical context of language-based learning to support their students’ learning. The study will also examine if there is a difference depending on what subjects the teacher is licensed to teach in. The main methods used are observations and audio recordings of three different teachers during a total of six lessons. The material also consists of interviews with the observed teachers to give additional information about the teachers’ backgrounds and thoughts about language-based learning in relation to their teaching methods. The study is based on a sociocultural and cognitive approach along with the principles of scaffolding based in genre-based pedagogy and Jim Cummins’ theory on how to achieve language proficiency within a school-based contexed and its specialised domains. The results show that all teachers use scaffolding by creating an extensive context for learning within each domain. This contextual scaffolding helps the students learn the new language domain. The teachers also show variations in how they scaffold depending on the subject and student group with more abstract subjects being provided with more concrete exemplification. The conclusions drawn from this is that teachers use scaffolding to help students build the field of the domain and provide scaffolding according to the different subjects and student groups' current conditions and need for cognitive challenges.

Made available in DSpace on 2016-04-28T18:24:07Z (GMT). No. of bitstreams: 1 Marta de Faria e Cunha Monteiro.pdf: 548448 bytes, checksum: cc7f20bce449f28c09b6cf57ed496175 (MD5) Previous issue date: 2009-07-24 / Fundação de Amparo à Pesquisa do Estado do Amazonas / This research aimed at investigating the representations of English teachers of the Federal University of Amazonas (UFAM) on ESP teaching-learning and the specific objectives were to investigate their representations on the roles of the teacher and the student in this situation. This work bases its concept of representations on Celani and Magalhães (2002); Minayo (1995) and Moscovici (2003). It is also founded on the principles of ESP Approach (Celani, 2005; Celani et al., 1988; Dudley-Evans and St. John, 1998; Holmes, 1982; Hutchinson and Waters, 1987; Ramos, 2005; 2008; 2009; Robinson, 1991) and ESP teacher development (Celani, 1998; Celani et al., 1988; Ramos, 2005 and Robinson, 1991). This case study is based on Johnson (1992) and Stake (1998) and makes use of two questionnaires as data collection research tools. The results indicated, in answer to the search question, that there are representations, among other myths, that ESP teaching-learning means reading teaching-learning. It was also evident that the deconstruction of this myth, as others, is a matter of teacher education. Based on these results, it was concluded, firstly, that courses with emphasis on this area should be promoted to professionals who wish to work and/or to those who already work with ESP. It was also concluded that it is important to carry out a needs analysis in the graduation courses at UFAM, with the objective of investigating its students needs to study English nowadays. Moreover, one can suggest the creation of a subject on the undergraduation courses in Arts at UFAM, which aims at offering teacher development for professionals who want to work with language for specific purposes / Este trabalho teve como objetivo geral investigar representações de professores de inglês da Universidade Federal do Amazonas (UFAM) sobre o ensino-aprendizagem desse idioma por meio da Abordagem Instrumental e, como específicos, investigar suas representações sobre o papel do professor e do aluno nele inseridos. Para tanto, o aporte teórico abrangeu questões relacionadas ao conceito de representações, fundamentado em Celani e Magalhães (2002); Minayo (1995) e Moscovici (2003); Abordagem Instrumental, baseado em Celani (2005); Celani et al. (1988); Dudley-Evans e St. John (1998); Holmes (1982); Hutchinson e Waters (1987); Ramos (2005; 2008; 2009); Robinson (1991) e Formação de professores de Inglês Instrumental com base em Celani (1998, 2005); Celani et al. (1988); Ramos (2005) e Robinson (1991). Esta pesquisa é um estudo de caso (Johnson, 1992; Stake, 1998) e foram utilizados dois questionários como instrumentos para coleta de dados. Os resultados mostraram, em resposta às perguntas de pesquisa, que entre os participantes há representações de alguns dos mitos apontados por Ramos (2005), dentre os quais, que o ensino-aprendizagem de inglês por meio da Abordagem Instrumental é ensinar-aprender a habilidade de compreensão escrita. Ficou evidente, também, que a desconstrução desse mito, como de outros, perpassa pela questão da formação continuada. Diante desses resultados, concluiu-se, primeiramente, que devem ser promovidos cursos voltados especificamente à formação de professores que desejam atuar ou que já atuem na área do ensino-aprendizagem instrumental de línguas. Foi concluído, também, que é importante que se realize uma análise de necessidades nos cursos de graduação da UFAM, com o objetivo de se investigar as necessidades desses alunos em relação à língua inglesa no contexto contemporâneo. Além disso, sugere-se que seja introduzida, nas matrizes curriculares do curso de graduação em Letras da UFAM, uma disciplina com o objetivo de formar professores para a área da Abordagem Instrumental do ensino-aprendizagem de línguas

Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2008.

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.

Η παρούσα μελέτη διερευνά τον τρόπο με τον οποίο τα παιδιά πρωτοσχολικής ηλικίας νοηματοδοτούν τα έργα τέχνης, και ειδικότερα τους πίνακες ζωγραφικής, στο πλαίσιο μιας οργανωμένης διδακτικής συνθήκης που σχετίζεται με το πεδίο της γλωσσικής και εικαστικής αγωγής και ανάπτυξης. Συγκεκριμένα,ακολουθώντας την κοινωνιοσημειωτική προοπτική της Συστημικής Λειτουργικής Γλωσσολογίας (ΣΛΓ) καθώς και μία γνωστική προσέγγιση για τις τέχνες στην εκπαίδευση, αναλύονται οι γλωσσικές πραγματώσεις μιας ομάδας παιδιών νηπιαγωγείου που αφορούν στην ερμηνεία 10 επιλεγμένων από την εκπαιδευτικό-ερευνήτρια πινάκων ζωγραφικής στις διαδοχικές φάσεις μιας λειτουργικά νοηματοδοτημένης διδακτικής παρέμβασης. Η έρευνα προσανατολίζεται στις δυνατότητες για την ενεργοποίηση των προϋπαρχουσών εμπειριών και γνώσεων των παιδιών και των διαδικασιών συλλογισμού και μάθησης πάνω στο κείμενο κατά την την ερμηνεία των έργων τέχνης. Επιπλέον, εξετάζεται η προοπτική της εν λόγω διαδικασίας για εμπλοκή των παιδιών με ποικίλα κειμενικά είδη καθώς και με σημειωτικές διαδικασίες («ειδικές» μορφές γλωσσικής σημείωσης) που συναρτώνται άμεσα με τη μετάβαση από το πεδίο της κοινής, καθημερινής γνώσης στη συστηματική, εκπαιδευτική γνώση. Βάσει της ανάλυσης των αποτελεσμάτων, η νοηματοδότηση των πινακων ζωγραφικής από τα παιδιά συναρτάται άμεσα με ζητήματα ανάκλησης από την πρότερη εμπειρία και γνώση τους (οικογενειακό, κοινωνικό και διδακτικό πλαίσιο), καθώς και το συμφραστικό και κειμενικό πλαίσιο αναφοράς, χρήσης συγκεκριμένων κειμενικών ειδών (περιγραφή, εξήγηση, επιχειρηματολογία και αφήγηση) και εμπλοκής με σημειωτικές διαδικασίες (κατονομασία, γενίκευση, χρήση αιτιωδών και χρονικών συνδέσεων κ.ά.) που μπορούν να θεωρηθούν ως γλωσσικά επιτεύγματα εφόσον εμπίπτουν στο πεδίο της «γλωσσικής προετοιμασίας» για την μετάβαση στη σχολική γνώση. Τα παιδιά νοούνται ως κοινωνικά τοποθετημένα υποκείμενα που συνομιλούν προκειμένου να διαπραγματευτούν το νόημα ή να παράγουν νέα νοήματα. Με δεδομένο ότι η γλωσσική ανάπτυξη δε συνιστά μία απλή ατομική διαδικασία αλλά συντελείται μέσα και μέσω διαλόγων, μέσω, δηλαδή, της ανθρώπινης και κοινωνικής αλληλόδρασης που κατασκευάζει και διατηρεί τη γλώσσα, κατανοούμε τη σημαντικότητα του σχολείου ως πλαίσιο στο οποίο συντελούνται συστηματικές και στοχοθετημένες πρακτικές γραμματισμού. Εστιάζοντας στον γραμματισμό ως τόπο μετάβασης από την κοινή (commonsense) στη μη κοινή (uncommonsense) γνώση, στην παρούσα μελέτη αναλύονται οι γλωσσικές διεπιδράσεις παιδιών πρωτοσχολικής ηλικίας σε μια διδακτική παρέμβαση στοχευμένη στην νοηματοδότηση πινάκων ζωγραφικής βάσει του θεωρητικού πλαισίου που παρέχει η εκπαιδευτική γλωσσολογία του ρεύματος της συστημικής λειτουργικής γλωσσολογίας (ΣΛΓ). / The purpose of this study is to investigate the way in which kindergarteners make meaning of works of art, in particular paintings, within an organized didactic project to the field of language and art education. More specifically, based on the socio-semiotic perspective of educational linguistics in the frame of Systemic Functional Linguistics (SFL) as well as a cognitive approach to arts in education, the study focus on the linguistic developments of a group of Greek kindergarteners, during successive phases of an art-and-language literacy intervention, in their effort to construe 10 paintings selected by the teacher - researcher. Following SLF framework, language development does not constitute an individual process but occurs in and through dialogue, through, social interaction in specific socio-cultural context. By these means, systematic and meaningful school literacy interaction is to be considered the dialogic context in which the transition from commonsense to uncommonsense knowledge is taking place. Through the analysis of the exchanges between children and their preschool teacher, by employing the tools provided by SLF, the research aims to explore children’s pre-existing experience and knowledge as well as the learning and reasoning processes, when they are trying to construe art paintings. More specifically, it aims to explore how children are engaged with various genres (such as description, explanation, argumentative, narrative) as well as the semiotic processes ("specific" forms of linguistic semiosis) that are directly related to the transition from common to systematic, educational knowledge. After our analysis, the meaning-making of the paintings by the children are not only directly linked to the recall of past experience and knowledge (family, social and educational context) but, more interestingly, with the use of specific genre and with the engagement with semiotic processes (naming, generalization, use of causative and time connectors, etc.) which can be considered as linguistic achievements provided they fall into the "linguistic preparation" for the transition to school knowledge. Our findings offer some evidence for both for language-based learning and knowledge and for literacy specific semiotic processes.