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All Journal Journal of English Education, Linguistic and Literature Jurnal Pendidikan Edutama Prosiding Conference on Research and Community Services Nusantara Hasana Journal Amal Ilmiah: Jurnal Pengabdian Kepada Masyarakat Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya
Muhammad Saibani Wiyanto
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Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Nursing Social Sciences Other

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Negotiating Meaning in Primary CLIL Classroom: A Micro-genetic Analysis of Teacher-Students Interaction Rohmah, Ima Isnaini Taufiqur; Ikariya Sugesti; Muhammad Saibani Wiyanto
Jurnal Pendidikan Edutama Vol 13 No 1 (2026): January 2026
Publisher : IKIP PGRI Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30734/jpe.v13i1.5227

Abstract

This study examined how teachers and students negotiate meaning in a primary CLIL classroom and how teacher scaffolding supports learners’ understanding of both academic content and English language. Using a qualitative micro-genetic design, the research analyzed interactional sequences recorded during fifth-grade science and social studies lessons delivered through English. The findings reveal that meaning negotiation—manifested through clarification requests, confirmation checks, comprehension checks, and recasts—frequently emerges when students struggle with academic terminology. These negotiation episodes facilitate both linguistic development and conceptual understanding. The teacher’s scaffolding, including linguistic simplification, visual support, modeling, tiered questioning, and non-verbal cues, plays a critical role in mediating these processes. Micro-genetic tracking shows that students’ understanding develops gradually across successive turns, demonstrating how scaffolding becomes internalized during interaction. Overall, the study highlights the interdependent roles of negotiation and scaffolding in shaping effective CLIL learning and underscores the importance of teacher interactional competence for supporting young learners in bilingual content classrooms.
Co-Authors Amelia Septiana Anthony Pradana Dion Fafa Fitri Resti Wahyuniarti, Fitri Resti Ikariya Sugesti IRA NOVINDA Masriatus Sholikhah Mindaudah Muhammad Bagus Ramadhan Nanda Risky Ardhana Nur Lailatul Zahroh Rahma Amelia Putri Rohmah, Ima Isnaini Taufiqur Santika Aliyah Firdaus Sulfi Yulia Eka Putri Sulistiani Mashitoh