lnu.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Engaging with terminology in the multilingual classroom: Teachers' practices for bridging the gap between L1 lectures and English reading
Chalmers University of Technology.
Stockholm University.ORCID iD: 0000-0002-8995-4366
Linnaeus University, Faculty of Arts and Humanities, Department of Languages.ORCID iD: 0000-0001-5299-8982
Linnaeus University, Faculty of Arts and Humanities, Department of Languages. Stockholm University.ORCID iD: 0000-0002-8301-3960
Show others and affiliations
2017 (English)In: Classroom Discourse, ISSN 1946-3014, E-ISSN 1946-3022, Vol. 8, no 1, p. 3-18Article in journal (Refereed) Published
Abstract [en]

In some academic settings where English is not the first language it is nonetheless common for reading to be assigned in English, and the expectation is often that students will acquire subject terminology incidentally in the first language as well as in English as a result of listening and reading. It is then a prerequisite that students notice and engage with terminology in both languages. To this end, teachers’ classroom practices for making students attend to and engage with terms are crucial for furthering students’ vocabulary competence in two languages. Using transcribed video recordings of eight undergraduate lectures from two universities in such a setting, this paper provides a comprehensive picture of what teachers ‘do’ with terminology during a lecture, i.e. how terms are allowed to feature in the classroom discourse. It is established, for example, that teachers nearly always employ some sort of emphatic practice when using a term in a lecture. However, the repertoire of such practices is limited. Further, teachers rarely adapt their repertoires to cater to the special needs arguably required in these settings, or to exploit the affordances of multilingual environments.

Place, publisher, year, edition, pages
Routledge, 2017. Vol. 8, no 1, p. 3-18
Keywords [en]
Disciplinary discourse, vocabulary, exposure, teacher practices, partial English-medium instruction, multilingual classrooms
National Category
Specific Languages
Research subject
Humanities
Identifiers
URN: urn:nbn:se:lnu:diva-59965DOI: 10.1080/19463014.2016.1224723ISI: 000396625200002Scopus ID: 2-s2.0-84984689220OAI: oai:DiVA.org:lnu-59965DiVA, id: diva2:1066820
Funder
Swedish Research Council, 2008-5584Available from: 2017-01-19 Created: 2017-01-19 Last updated: 2024-07-03Bibliographically approved

Open Access in DiVA

fulltext(1534 kB)21 downloads
File information
File name FULLTEXT01.pdfFile size 1534 kBChecksum SHA-512
af0f052f9048935dd97b5069f1fb20f3b77b8378b0626042c3d4ffc0b38501c25b14aedc03922d770c21f8c31f7fdf6cc0b38a4e7666bf5e0b05c69ec11a0a21
Type fulltextMimetype application/pdf

Other links

Publisher's full textScopus

Authority records

Mežek, ŠpelaPecorari, DianeShaw, Philip

Search in DiVA

By author/editor
Mežek, ŠpelaPecorari, DianeShaw, Philip
By organisation
Department of Languages
In the same journal
Classroom Discourse
Specific Languages

Search outside of DiVA

GoogleGoogle Scholar
Total: 21 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 295 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf