El camí de la tasca a l’activitat en un context AICLE

Núria Tapias Nadales


This article deals with research carried out within the CLIL-SI collaborative research group, on small group in a CLIL classroom (Science in English). It starts from a Socio-cultural perspective on learning, emphasizing especially the distinction proposed by the Activity Theory between task (teacher designed material) and activity (what students do to carry out the proposed task communicatively). The aim of this research is to gain a better understanding of group work dynamics in task performance and to observe the integration of content and language learning events. For this purpose student’s activities are described and categorised. These results may be useful for reflecting upon teaching practice as well as teacher training.


CLIL, Activity Theory, tasks, group-work

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