Exploring Social Interaction as a Resource in CLIL

Abstract

This chapter discusses some of the ideas of social interaction as a resource for learning. To begin, it outlines the role of interaction and how the frequency of available interactions may afford active participants valuable means for learning. Further, Vygotsky’s notions of play are presented to demonstrate how it can create optimal situations for the generation of zones of proximal development (ZPDs). The term “scaffolding” represents the aid and support that is needed within the ZPD to help novice learners reach a higher level of understanding and maintain intersubjectivity. Next, this chapter explores some of the theoretical underpinnings of language learning through interaction and by talking. Finally, it reviews some of the current research on spoken language use and interactions in a variety of CLIL contexts. Some quasi-experimental studies and other classroom research suggest that CLIL learners are generally more linguistically proficient than their non-CLIL peers are. However, other studies point out that more rigorous and robust empirical research must be conducted in order for these claims to be substantiated. Meanwhile, recent research using conversation analysis (CA) in CLIL classrooms provides qualitative evidence of what teachers and learners are capable of achieving in joint interactions. It additionally indicates that content learning can occur during peer interactions despite limited foreign language proficiency.