Do children negotiate for meaning in task-based interaction? Evidence from CLIL and EFL settings

Interaction research has demonstrated the facilitative role of negotiation of meaning in the process of L2 learning. Pioneering work by Oliver (2002) considered child interaction in an English as a second language (ESL) setting. However, little is known about child interaction in foreign language classrooms and much less about a new learning context that is becoming prevalent in Europe: Content-and-language-integrated-learning (CLIL). Although...