Kielen ja sisällön integrointi: alakohtaiset kieli- ja tekstikäytänteet aineenopetuksessa

Content and language integration: disciplinary language and literacy practices in content-area teaching

Authors

• Sari Sulkunen University of Jyväskylä
• Tarja Nikula University of Jyväskylä
• Leila Kääntä University of Jyväskylä

DOI: https://doi.org/10.30660/afinla.126226

Keywords:

CLIL, disciplinary literacy, subject teaching, basic education

Abstract

Integrating the teaching of disciplinary language and literacy practices and content knowledge has been a key concern in many educational contexts. This article focuses on disciplinary language and literacy in content-area teaching in basic education, a shared concern for teaching regardless of the language of instruction (L1, L2, FL). First, we describe two distinct traditions into studying and teaching disciplinary language and literacy: disciplinary literacy teaching and content and language integrated learning (CLIL). We then introduce two practical pedagogical examples on how language and literacy are integrated into content-area teaching. Finally, we discuss future directions and implications for both research on and teaching of disciplinary language and literacy.