Co-teaching to foster Classroom Interactional Competence (CIC): how can co-teaching benefit classroom interactional competence?
Autor/a
Alcalà Arxé, Eva
Comallonga, Laura
Sala, Maria
Galera, Maria
Fecha de publicación
2020ISSN
2604-5893
Resumen
“Having two teachers leading a classroom opens up many opportunities for students as well as for teachers” (Trites, 2017). At the same time, the class becomes a safe, inclusive and equitable learning environment. According to Walsh (2006), Classroom Interactional Competence (CIC) “refers to those features of conversations between the teacher and the students (and among students) which produce high quality interaction and create ‘space for learning’ of the L2” (p. 19). This allows teachers to make conversational adjustments in order to ensure understanding, achieve participation and help learners’ extend and improve their utterances. This paper deals with the outcomes of an experience carried out by four teachers who wanted to analyse if co-teaching (in two different modalities) and the use of CIC strategies provided students with more opportunities to produce good quality output in L2.
Tipo de documento
Artículo
Versión del documento
Versión publicada
Lengua
English
Materias (CDU)
37 - Educación. Enseñanza. Formación. Tiempo libre
Palabras clave
Co-ensenyament
Inclusiu
Planificació
Responsabilitat
Respecte
Suport
Competència interaccional a l'aula (CIC)
Co-enseñanza
Inclusión
Planificación
Responsabilidad
Respeto
Apoyo
Competencia Interaccional en el Aula (CIC)
Co-teaching
Inclusive
Planning
Responsibility
Respecte
Support
Classroom Interactional Competence (CIC)
Páginas
9
Publicado por
Universitat Autònoma de Barcelona
Colección
3; 1
Publicado en
CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education
Citación
Alcalà Arxé, Eva; Comallonga, Laura; Sala, Maria [et al.]. Co-teaching to foster Classroom Interactional Competence (CIC): how can co-teaching benefit classroom interactional competence? CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 2020, 3(1), p. 35-43. Disponible en: <https://revistes.uab.cat/clil/article/view/v3-n1-alcala-comallonga-sala-galera>. Fecha de acceso: 12 sep. 2024. DOI: 10.5565/rev/clil.31
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