Building science through questions in Content and Language Integrated Learning (CLIL) classrooms

Abstract Background The growing population of students that are learning science through a Content and Language Integrated Learning approach (CLIL) has led to concerns about these students’ ability fully participate in rich classroom discourse develop content knowledge. A lack information development CLIL settings brought us focus on the questions teachers ask upper secondary biology classrooms. Our aim was understand how effect opportunities. multiple-case study design implemented examine complexities teacher-student interactions. Data were collected three case studies, each located different school (two Germany one Italy), where senior classrooms observed audio-recorded. Classroom talk transcripts analyzed using mixed methods analysis. Results Findings suggest teacher’s strategic use potential promote both understanding language development. Questioning contingent answers lessen linguistic demand by splitting reasoning processes production into more manageable units. In addition, higher level cognitive engagement present only when managed with longer than single utterances. To allow actively discourse, adopting promoting translanguaging practices, is, flexible code. Furthermore, asked language-related promoted disciplinary language. Conclusions questioning practices this offer practitioners researchers ways issues access We recommend STEM not oversimplify students, as leads an oversimplification content. barriers, practical strategies recommended support cognitively linguistically productive