Students’ Participation as a Driver of Language Skills Development

Prepared for Coach Federation CLIL Seminario, Madrid, 2 de diciembre de 2016

Posted: 23 Nov 2016

See all articles by Mariia Rubtcova

Mariia Rubtcova

North- West Institute of Management-branch of RANEPA

Oleg Pavenkov

Russian Academy of National Economy and Public Administration under the President of the Russian Federation (RANEPA) - Moscow Campus

Vladimir Pavenkov

Admiral Makarov State University of Maritime and Inland Shipping

Date Written: November 12, 2016

Abstract

According to Llinares & Pastrana (2013), the comparison of students’ performance in group-work sessions presents interesting differences across educational levels. The frequency of students’ utterances with regulatory and personal functions was different, while the rest of the other functions present similar percentages. While the regulatory function was significantly more frequent in primary classes: P = 23.4% and S = 12.6%, the Chi-Square test giving a value of x2 = 54.86 ( p =<0.0001), in turn, the students’ performance of the personal function presents a statistically significantly higher frequency in secondary: P = 30.0% and S = 38.0%, the Chi-Square test giving a value of x2 = 17.65 ( p = <0.0001). These findings could indicate that primary school students seem to spend more time in the organisation of the activity, while older students get organised more quickly and focus directly on the interpretation of the content being discussed. The findings show that the learners at primary and secondary levels performed a wider variety of functions in group-work than in whole-class discussions. While in group-work sessions, students’ performance in the L2 displayed a similar frequency of heuristic, regulatory, informative and personal functions, in whole-class discussions most of the students’ functional performance was informative, in response to the teachers’ questions (72.8% of all the functions in primary and 66.4% in secondary), and the use of utterances with other functions, such as the personal, was strongly related to teacher modelling and scaffolding. What are the possible pedagogical applications of the study? We can suggest possible recommendations for teacher according to the given results CLIL. They are the following: (1) to increase the frequency of the personal function in the whole-class activities; (2) to take into account the differences in the performance of the regulatory and personal functions by secondary and primary students in group-work sessions. (3) to design activities that encourage the students to perform a wider spectrum of communicative functions and, thus, contributing to improve their pragmatic performance. Different activities require students’ participation in different ways and, in order to help students participate in those activities, it is necessary to put the new pedagogies put into practice in CLIL programmes and find more enthusiastic teachers using diversified pedagogical methodologies.

Suggested Citation

Rubtcova, Mariia and Pavenkov, Oleg and Pavenkov, Vladimir, Students’ Participation as a Driver of Language Skills Development (November 12, 2016). Prepared for Coach Federation CLIL Seminario, Madrid, 2 de diciembre de 2016, Available at SSRN: https://ssrn.com/abstract=2873874

Mariia Rubtcova (Contact Author)

North- West Institute of Management-branch of RANEPA ( email )

St.Petersburg
Russia

Oleg Pavenkov

Russian Academy of National Economy and Public Administration under the President of the Russian Federation (RANEPA) - Moscow Campus ( email )

Moscow, 119571
Russia

Vladimir Pavenkov

Admiral Makarov State University of Maritime and Inland Shipping ( email )

5/7 Dvinskaya
St. Petersburg, 198035
Russia

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