Coteaching in CLIL in Catalonia

Coteaching: Some Theoretical Considerations

In this article, I present some theoretical considerations that go with coteaching and cogenerative dialoguing. These considerations are rooted in my reading of cultural historical activity theory and critical psychology. Both are particularly suited for analyzing and theorizing complex practices such as teaching and learning in schools for several reasons. First, it requires us to take a first...

Multimodal Resources in Students’ Explanations in Clil Interaction

In recent years, Content and Language Integrated Learning (CLIL) has received much attention in linguistics and pedagogy. Based on a single case analysis, it will be shown how a detailed sequential analysis of video-recordings of naturally occurring classroom interaction enables us to understand how an explanation can be accomplished collaboratively by participants in a specific language-learni...

Coteaching in physical education: a strategy for inclusive practice.

Qualitative research methods were used to explore the factors that informed general and adapted physical education teachers' coteaching practices within an inclusive high school physical education program. Two physical education teachers and one adapted physical education teacher were observed over a 16-week period. Interviews, field notes, and documents were collected and a constant comparativ...

Supporting Active Learning in CLIL through Collaborative Search

In CLIL (Content and Language Integrated Learning) the context is to explicitly teach a subject through a foreign or second language but also implicitly to teach a language through a subject; adding the activity of social networking is part of making the context, and hence language learning, real. In this paper we describe the learning design and infrastructure of a CLIL seminar for trainee tea...

Non-voting in Catalonia