RT info:eu-repo/semantics/masterThesis
T1 Linguistic Input in the Secondary EFL Classrooms. An Analysis by Teaching Levels
A1 Martínez Álvarez, Raquel
A2 Universidad de Valladolid. Facultad de Filosofía y Letras
K1 Linguistic Input
K1 EFL Teaching.
K1 Secondary Education
K1 Teacher Discourse
K1 Bilingual Education
K1 Input lingüístico
K1 Enseñanza de inglés
K1 Educación secundaria
K1 Discurso docente
K1 Educación bilingüe
K1 5701.11 Enseñanza de Lenguas
AB The present paper explores the nature and pedagogical purpose of linguistic input in the English as a Foreign Language (EFL) classroom, across the four levels of compulsory secondary education (ESO) in Spain. Based on the qualitative analysis of classroom transcripts from bilingual and non-bilingual groups, the paper identifies how input is tailored to learner’s proficiency and educational level.The analysis focuses on three key dimensions of input support: gestures, visual aids and linguistic adjustments, examining their frequency and function in real time teacher speech. The results reveal a marked progression in the nature of input: lower levels strongly rely on multimodal scaffolding and simplified input to aid comprehension; while higher levels present more natural, fluid, and culturally embedded input. Among all supports, linguistic adjustments are the most frequently used strategy.Ultimately, this work underlines that linguistic input is not solely a means of delivering content, but a strategic pedagogical tool that must be adapted to the communicative and educational needs of learners in secondary education.
YR 2025
FD 2025
LK https://uvadoc.uva.es/handle/10324/79942
UL https://uvadoc.uva.es/handle/10324/79942
LA eng
NO Departamento de Didáctica de la Lengua y Literatura
DS UVaDOC
RD 12-ene-2026