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"Do You Know Actimel?" The Adaptive Nature of Dialogic Teacher-Led Discussions in the CLIL Science Classroom: A Case Study
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Escobar Urmeneta, Cristina; Evnitskaya, Natalia – Language Learning Journal, 2014
This interpretive case study is framed within recent sociocultural conceptualisations of learning. It draws on research on teacher-led classroom discussions, and investigates the conversational intricacies through which "dialogicity" is accomplished in adaptive ways in one content and language integrated learning (CLIL) science…
Descriptors: Science Instruction, Case Studies, Second Language Learning, Second Language Instruction