English (United Kingdom)

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The article discusses the methodological concepts of medium- and message oriented communication and applies them to both the conventional foreign language classroom and the bilingual content classroom where school subjects are taught in the medium of a foreign language. It is based on personal classroom observations, mostly in German grammar schools, and makes use of some 200 autobiographical reports, collected over the past few years, in which German university students of English analysed their own language learning at school. The findings are supported by empirical studies where classroom communication was analysed in a more systematic way. It is argued that the interplay between message- and medium-orientation is an important feature of the successful foreign language classroom as well as the bilingual classroom. The article provides two checklists for the analysis of fluctuations between communicative levels in the classrooms. They may be used for teachers' self-observations, but may also be used as tools in further research.

COMMUNICATIVE SHIFTS IN THE REGULAR FL-CLASSROOM AND IN THE BILINGUAL CONTENT CLASSROOM