Language Use and Language Learning in CLIL Classrooms
This volume explores a highly topical issue in second and foreign language education: the spreading practice in mainstream education to teach content subjects through a foreign language. CLIL has been enthusiastically embraced as a language enrichment measure in many contexts and finally research can offer principled insights into its dynamics and potentials. The editors’ introductory and concluding chapters offer a synthesis of current CLIL research as well as a critical discussion of unresolved issues relating both to theoretical concerns and research practice. The individual contributions by authors from a range of European contexts report on current empirical research in this dynamic field. The focus of these chapters ranges from theoretical to empirical, from learning outcomes to classroom talk, examining both the written and spoken mode across secondary and tertiary educational contexts. This volume is a valuable resource not only for researchers and teachers but also for policy makers.
[AILA Applied Linguistics Series, 7] 2010. x, 295 pp.
Publishing status: Available
Published online on 10 December 2010
Published online on 10 December 2010
© John Benjamins Publishing Company
Table of Contents
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Acknowledgements
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Preface
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Introduction
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Charting policies, premises and research on content and language integrated learningChristiane Dalton-Puffer, Tarja Nikula and Ute Smit | pp. 1–20
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Part I. General and theoretical issues
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On the natural emergence of language structures in CLIL: Towards a theory of European educational bilingualismFrancisco Lorenzo and Pat Moore | pp. 23–38
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The pragmatics of L2 in CLILDidier Maillat | pp. 39–58
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Part II. CLIL at the secondary level
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A cross-sectional analysis of oral narratives by children with CLIL and non-CLIL instructionJulia Hüttner and Angelika Rieder-Bünemann | pp. 61–80
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Using a genre-based approach to integrating content and language in CLIL: The example of secondary historyTom Morton | pp. 81–104
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Effects of CLIL on a teacher’s classroom language useTarja Nikula | pp. 105–124
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Writing and speaking in the history class: A comparative analysis of CLIL and first language contextsAna Llinares García and Rachel Whittaker | pp. 125–124
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Language as a meaning making resource in learning and teaching content: Analysing historical writing in content and language integrated learningHeini-Marja Järvinen | pp. 145–168
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The CLIL differential: Comparing the writing of CLIL and non-CLIL students in higher colleges of technologySilvia Jexenflicker and Christiane Dalton-Puffer | pp. 169–190
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Written production and CLIL: An empiricial studyYolanda Ruiz de Zarobe | pp. 191–210
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Part III. CLIL at the tertiary level
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Metadiscursive devices in university lectures: A contrastive analysis of L1 and L2 teacher performanceEmma Dafouz and Begoña Núñez Perucha | pp. 213–232
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Language Matters: Assessing lecture comprehension in Norwegian English-medium higher educationGlenn Ole Hellekjær | pp. 233–258
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CLIL in an English as a lingua franca (ELF) classroom: On explaining terms and expressions interactivelyUte Smit | pp. 259–278
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Language use and language learning in CLIL: Current findings and contentious issuesChristiane Dalton-Puffer, Tarja Nikula and Ute Smit | pp. 279–292
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Subject index
“The volume concludes with a summary of findings and an outline of contentious issues in CLIL, closing this insightful volume, which will appeal to the growing number of researchers working in CLIL to whom I would wholeheartedly recommend it.
”
”
Vera Busse, University of Oxford, in System XX: 1-3, 2011
“The book makes very interesting reading and is a valuable addition to CLIL research and applied linguistics research generally.”
Robert Wilkinson, Maastricht University
“The complex state of affairs of CLIL in diverse educational contexts is well represented in the volume's contribution and carefully elucidated by the editors in a useful retrospective and important prospective view. The result is a very valuable contribution to the entire CLIL enterprise. ”
Heidi Byrnes, Georgetown University
“The book is a significant contribution to the field and I am sure that it will be quite successful in the academic context of AL.”
Dieter Wolff, Universität Wuppertal
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Subjects
Main BIC Subject
CJA: Language teaching theory & methods
Main BISAC Subject
LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General