Content and Language Integrated Learning in Spanish and Japanese Contexts by Keiko Tsuchiya & María Dolores Pérez Murillo

Author:Keiko Tsuchiya & María Dolores Pérez Murillo
Language: eng
Format: epub
ISBN: 9783030274436
Publisher: Springer International Publishing

2.1 Multi-model and Multi-level Conceptual Framework for the Study

As already pointed out, in order to describe the practice of small group co-construction of knowledge and thereby answer this study’s research questions (RQs), a multi-model and multi-layer framework was designed and applied to the collected data corpus. In the present study, three aspects, discourse, knowledge and interaction, have been considered influential in the learning process (in any context in general and in CLIL specifically) that takes place while performing group communicative activities. Two main theoretical models support these layers: systemic-functional linguistics and sociocultural theory. For the discourse layer, SFL discourse analysis, and more specifically, the speech functions model (Eggins & Slade, 1997), was used. For the knowledge layer, SFL register theory, as applied to formal contexts in the classroom registers model (Christie, 2002), together with a construct of cognitive discourse functions (Dalton-Puffer, 2013) were heavily drawn on. The interactional layer is mainly based on the socioculturally framed patterns of interaction identified by Storch (2002).

In sum, the analytical model comprises the following layers whose elements will be explained in more detail:1.A discourse layer: An adaptation of the model developed by Eggins and Slade (1997, pp. 192–213).

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