Wuppertal

TALKS WITH TASTE

Darío Luis Banegas

Supporting CLIL/pluriliteracies teachers through the Language Quadriptych

(1) Conceptual background(2) the study (3) proposal (4) questions/chat

TALKS WITH TATE

INDEX

Conceptual background

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KEY CONCEPTS

• Views of language & learning
• CLIL
• Pluriliteracies (disciplinary literacies, language use, & textual fluency) for deeper learning (transfer)

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STUDENTS LANGUAGING THEIR UNDERSTANDING THROUGH...

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(Dalton-Puffer, 2016, p. 29)

[Cognitive discourse functions are] verbal routines that have arisen in answer to recurring demands while dealing with curricular content, knowledge, and abstract thought"

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THE STUDY

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02

- Bilingual school (EN-SP)- Three secondary school classes (Biology, History, Literature) - Learners: (15-17 yo), B1-B2 CEFR - Teachers: QTS in Science/History/ELT

action research

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THROUGH

Q&A momentsTranslation Exemplification Online search

FOR

Explicit & implicit grammarAwareness raising

OF

Word listsAwareness raising Grammar explanation

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75%

"But we've noted that they also want to reflect on their own learning in English too."

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"I realised that first I had to familiarise myself with the key concepts and I recorded myself languaging my understanding"

THE LANGUAGE about LEARNING

"I relied on my partners in the group as I wanted to listen to their viewpoint, and that helped me change mine."

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Language teaching as a multimodal and multispatial experience

Language scaffolding as a pluriliteracies endeavour

The Language Triptych as a compass for pedagogical-linguistic knowledge

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the proposal

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The Language Quadriptych

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ITE/CPD

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question time!

Thanks!