Kohdekielisyyden normin oikeutus ja toteutus venäjänkielisessä CLIL-alkuopetuksessa
Contextual legitimacy of the "target language norm" in CLIL primary education
Keywords:
classroom interaction, CLIL, target language norm, microethnographyAbstract
This article examines the pedagogical-didactic legitimacy of an institutional language practice called the target language norm, and its implementation in Russian-language content-and-language-integrated (CLIL) classroom in primary education with 6–8-year-old students. Here, the language norm refers to an arrangement in which the teacher uses only the target language and restricts the students' use of their native tongue. The data consist of video recorded classroom interaction and ethnographic notes by the teacher-researcher, both collected during a two-year period. The microethnographic analysis shows that the students gradually adopt the norm as a part of their everyday school routine as they are socialized into classroom practices. The study argues that in certain contexts it is justified to introduce a language norm that supports the systematic and goal-oriented nature of language learning.
