Reconceptualising the role of talk in CLIL
clil, dialogic, transitional dynamic, sociocultural, pedagogical model
This theoretical paper offers a reconceptualisation of talk in CLIL based on sociocultural and dialogic theories of education. Building on these educational theories and the experiences of an on-going CLIL project, this paper presents a pedagogical model for the navigation of the ‘talkscape’ of the CLIL classroom. This model comprises a total of seven talk-types: organisational, social, critical, expert, exploratory, meta and pedagogic. In addition to these talk-types, the paper introduces the notion of a ‘transitional dynamic’. This notion aims to capture the transition from first language to foreign language use in CLIL both within the context of individual courses and across a broader CLIL educational pathway. It is hoped that this model provides a useful tool in both the practical realisation and theoretical development of CLIL.
Apples - Journal of Applied Language Studies