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L'aide linguistique dans l'approche Emile : pour un équilibre entre compétences langagières et disciplinaires

Abstract : In Content and Language Integrated Learning (CLIL), corrections provided by teachers focus generally on the non-linguistic discipline rather than the foreign language (Dalton-Puffer 2008), despite the need to consider both linguistic and content-learning skills (Coyle, Hood & Marsh 2010). In this article, we study the extent to which the learning design of a CLIL course allows for linguistic correction to be focused upon. The context is a CLIL course for architecture students which used the synthetic world Second Life. The students had to collaboratively build an architectural model using their target foreign language (either French or English). We analyse the contribution of reflective sessions, during which language tutors provided linguistic help, towards students' final presentations. Our results show corrective feedback was sometimes reused by the students during their presentations and highlight the importance of a more detailed pre-course analysis of students' linguistic difficulties, in order to address specific language needs.
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Submitted on : Wednesday, April 17, 2013 - 2:16:32 PM
Last modification on : Monday, November 29, 2021 - 8:24:02 PM
Long-term archiving on: : Thursday, July 18, 2013 - 4:05:09 AM


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  • HAL Id : edutice-00814589, version 1



Christine Rodrigues, Ciara R. Wigham. L'aide linguistique dans l'approche Emile : pour un équilibre entre compétences langagières et disciplinaires. Recherche et Pratiques Pédagogiques en Langues de Spécialité : Cahiers de l'APLIUT, Association des Professeurs de Langues des IUT (APLIUT), 2013, La pédagogie de l'EMILE en questions : modalités et enjeux pour le secteur LANSAD, 32 (3), pp.00-00. ⟨edutice-00814589⟩



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