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- W2588723752 abstract "It is a well known fact that school lessons are a social practice that is constituted above all else via language, a fact so obvious that it usually remains below consciousness-level. Incidentally, CLIL and multilingual classrooms often act as an awareness-raising catalyst in this respect because the issue of language is experienced as a problem. The question which automatically arises, then, is what characterises the language of the classroom in L2 and what are the discourse conditions which support effective teaching. Starting from the general assumption that all talk implies negotiation of meaning my talk will focus on the activity of explaining during school lessons. After putting explaining in the context of a potential repertoire of academic discourse functions, I will argue its special and central status as a cornerstone of ‘good teaching’. Drawing on examples from real CLIL lessons at secondary and tertiary level, we will then explore the activity of explaining in greater detail, looking at how it is embedded in the flow of classroom talk, how it might be modelled and how it is internally structured. Connections between explanations in the spoken and in the written mode will also be discussed." @default.
- W2588723752 created "2017-02-24" @default.
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- W2588723752 date "2009-01-01" @default.
- W2588723752 modified "2023-09-26" @default.
- W2588723752 title "Explaining : a central discourse function in instruction" @default.
- W2588723752 hasPublicationYear "2009" @default.
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