Conceptualising CLIL in a Saudi context : a corpus linguistic and conversation analytic perspective
This thesis is an investigation of the differences in language use between teachers and students in content and language integrated classrooms (CLIL) in a Saudi higher education context. It examines the use of the short response tokens ~yes~, ~yeah~ and ~no~ in four subject-specific classrooms where English is used as a medium of instruction. Adopting a social constructivist approach to learning, the study was conducted over two phases, one qualitative, using the principles of conversation analysis, the other quantitative, using corpus linguistics. This approach to analysis highlights the importance of combining conversation analysis with other quantitative methods such as corpus linguistics to enhance understandings of classroom interaction. The use of the two methods helps us to understand the relationship between language, interaction and the orientation to scientific knowledge in CLIL classrooms. The thesis is a contribution to the existing body of knowledge on CLIL. However, unlike what has been done so far (e.g. Dalton-Puffer 2007; Nikhula 2005) this thesis focuses on the interaction inside CLIL classrooms using a micro-analytic account of turn-taking practices, repair and preference organization. By
Jawhar, Sabria
Conceptualising CLIL in a Saudi context : a corpus linguistic and conversation analytic perspective. This thesis is an investigation of the differences in language use between teachers and students in content and language integrated classrooms (CLIL) in a Saudi higher education context. It examines the use of the short response tokens ~yes~, ~yeah~ and ~no~ in four subject-specific classrooms where English is used as a medium of instruction. Adopting a social constructivist approach to learning, the study was conducted over two phases, one qualitative, using the principles of conversation analysis, the other quantitative, using corpus linguistics. This approach to analysis highlights the importance of combining conversation analysis with other quantitative methods such as corpus linguistics to enhance understandings of classroom interaction. The use of the two methods helps us to understand the relationship between language, interaction and the orientation to scientific knowledge in CLIL classrooms. The thesis is a contribution to the existing body of knowledge on CLIL. However, unlike what has been done so far (e.g. Dalton-Puffer 2007; Nikhula 2005) this thesis focuses on the interaction inside CLIL classrooms using a micro-analytic account of turn-taking practices, repair and preference organization. By
clil saudi context corpus_linguistic conversation_analytic perspective investigation difference language_use teacher_student content language integrate classroom clil saudi high_education context examines use short response token yes subject specific classroom english use medium instruction adopting social constructivist learning study_conduct two_phase qualitative use principle conversation_analysis quantitative use corpus_linguistics analysis highlight_importance combine conversation_analysis quantitative_method corpus_linguistics enhance understanding classroom_interaction use method help relationship language interaction orientation scientific_knowledge clil exist_body knowledge clil however unlike far focus interaction inside clil use micro analytic account turn_taking practice repair preference organization