ESTUDI DE LA COL·LABORACIÓ DISCURSIVA EN L'ENSENYAMENT INTEGRAT DE LES CIÈNCIES I L'ANGLÈS A L'AULA D'EDUCACIÓ PRIMÀRIA: LA DOCÈNCIA COMPARTIDA COM A EINA PER PROMOURE EL DIÀLEG DISCIPLINAR.

Abstract

The research presented in this doctoral dissertation analyzes the way three pairs of science and English primary teachers of a public Catalan school build a CLIL project through coteaching understood as collaboration between the teachers’ pairs within and outside the classroom. This project integrates the teaching of science and English through inquiry based science teaching and learning workshops oriented towards the development of a technological artifact. Three main questions guide the research work presented: (a) how can the discursive collaboration established within the pairs of coteachers when integrating the teaching of science and English be characterized? , (b) What is the evolution of discursive collaboration within the pairs of coteachers when integrating the teaching of science and English? , and (c) what similarities and differences can be found in the way one English primary teacher collaborates with different science teachers? _x000D_ From a bricoleur perspective a methodological approach based on discourse analysis is built, combining contributions from science education and sociolinguistics research. The corpus of data is almost 6 hours of video-recordings where three pairs of coteachers interact with the whole classroom._x000D_ The results show the different strategies that coteachers use to manage their participation, the use of language and the teaching of science and English in this cotaught CLIL classroom. All the coteachers use similar discursive collaboration models in which the semantic pattern has an influence on the participation and linguistic patterns, especially in the early stages of collaboration. Regarding the participation pattern, coteachers use innovative strategies for the interaction with students that are possible thanks to the presence of two teachers in the classroom and their distributed expertise. One of these strategies is the use of a student role. Regarding the use of languages, the study describes how coteachers use language alternation with teaching purposes. Regarding the semantic pattern, science, English and management contents are analyzed, as well as how they are integrated. The study of the evolution of discursive collaboration models shows that the collaboration progresses towards a greater distribution of leadership in the classroom that involves a better balance between disciplines, more integration between the science and English teaching, and a greater presence of the foreign language in the classroom. The comparative study between three pairs of coteachers with different backgrounds shows how a teacher with CLIL coteaching experience can transfer some of the characteristics of an evolved CLIL co-taught discursive collaborative model, as a greater distribution and integration of disciplines and a greater presence of the foreign language. Nevertheless, other characteristics of evolved models such as the use of shared leadership strategies require more time coteaching together._x000D_ On conclusion, this research provides information about how coteaching enriches the construction of a project based on a disciplinary dialogue and how promotes the professional development of coteachers involved. It also presents a set of discursive strategies useful for CLIL classroom teaching and coteaching, and analyzes how the teaching of science and English can be integrated. This research provides evidence as to state that coteaching is a valuable tool for construction of science and English integrated learning in primary education, as it helps to develop CLIL projects that promote a balanced teaching of the disciplines involved that preserve the quality of their teaching.

Date of Award	19 Dec 2016
Original language	Catalan
Supervisor	Maria Espinet Blanch (Director)