Development of content and language knowledge in interaction: What can a teacher learn from it?

What is it about?

We studied how in an L1 Japanese classroom of L2 English, learners, in an online interaction using multimodal mediational means, simultaneously developed their content and language being given at the outset content they had little understanding of and academic language they had little knowledge of. We discuss how teachers can use such interactions to gain deep insights into their learners abilities.

Featured Image

Why is it important?

For the local Japanese context, it is important as it builds the argument for using hard (with a greater focus on content) CLIL (content and language integrated learning) approaches. More generally, it illustrate how assessment of the process of learners constructing knowledge can look like and the role of multimodal mediational means in this process.

Perspectives