Conclusion

Abstract

The aim of this book was to explore FL use during peer interactions in new CLIL contexts. These include authentic educational settings in which language learners can practice their FL naturally. Although these contexts may not be necessarily located in regular sit-down classrooms, they are still nevertheless bound by the institution of school and thus framed by its sociocultural conditions. The chosen setting for exploration in this book is CLIL in PE. Literature and theory on this new context suggests that learners could potentially benefit from individual and spatial freedom which allows them to engage in various interactions, including peer interactions (see Chap. 3). Peer interactions are defined in this book as communicative activities between students without the teacher. However, these are by no means understood as being one dimensional, but rather they consist of expert, novice, and equal peer roles which consequently generate different types of peer interactions (see Chap. 5). These interactions also produce various unique uses of the FL.