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Capitolo | Comunicazione, mediazione e argomentazione in classe CLIL

Comunicazione, mediazione e argomentazione in classe CLIL

Termini e definizioni nel discorso didattico

This paper aims at examining classroom communication in a CLIL context, through a reflection on ways of knowledge transmission and on the role played by argumentation in classroom interaction. The research is based on a corpus of CLIL classroom interactions in upper secondary schools in Italy and focuses on the analysis of the treatment of specialised terminology and on the use of definitions in classroom discourse. The study has a dual purpose: a mainly descriptive purpose, represented by a qualitative and interpretative analysis of the CLIL teacher’s discursive strategies of definition in CLIL classroom interactions, combined with the aim of offering methodological and operational suggestions for training and teaching.


Open access

Pubblicato: 28 Aprile 2023 | Lingua: it

Keywords Upper secondary school Specialised terminology Definition CLIL classroom discourse Classroom interactions

Copyright © 2023 Silvia Gilardoni. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.

Permalink http://doi.org/10.30687/978-88-6969-683-1/010


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