Language Use and Language Learning in CLIL Classrooms

Editors
| University of Vienna
| University of Jyväskylä
| University of Vienna
HardboundAvailable
ISBN 9789027205230 | EUR 95.00 | USD 143.00
 
e-Book
ISBN 9789027287519 | EUR 95.00 | USD 143.00
 
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
Table of Contents
Acknowledgements
vii–viii
Preface
ix–x
Introduction
Charting policies, premises and research on content and language integrated learning
Christiane Dalton-Puffer, Tarja Nikula and Ute Smit
1–20
Part I. General and theoretical issues
On the natural emergence of language structures in CLIL: Towards a theory of European educational bilingualism
Francisco Lorenzo and Pat Moore
23–38
The pragmatics of L2 in CLIL
Didier Maillat
39–58
Part II. CLIL at the secondary level
A cross-sectional analysis of oral narratives by children with CLIL and non-CLIL instruction
Julia Hüttner and Angelika Rieder-Bünemann
61–80
Using a genre-based approach to integrating content and language in CLIL: The example of secondary history
Tom Morton
81–104
Effects of CLIL on a teacher’s classroom language use
Tarja Nikula
105–124
Writing and speaking in the history class: A comparative analysis of CLIL and first language contexts
Ana Llinares García and Rachel Whittaker
125–124
Language as a meaning making resource in learning and teaching content: Analysing historical writing in content and language integrated learning
Heini-Marja Järvinen
145–168
The CLIL differential: Comparing the writing of CLIL and non-CLIL students in higher colleges of technology
Silvia Jexenflicker and Christiane Dalton-Puffer
169–190
Written production and CLIL: An empiricial study
Yolanda Ruiz de Zarobe
191–210
Part III. CLIL at the tertiary level
Metadiscursive devices in university lectures: A contrastive analysis of L1 and L2 teacher performance
Emma Dafouz and Begoña Núñez Perucha
213–232
Language Matters: Assessing lecture comprehension in Norwegian English-medium higher education
Glenn Ole Hellekjær
233–258
CLIL in an English as a lingua franca (ELF) classroom: On explaining terms and expressions interactively
Ute Smit
259–278
Language use and language learning in CLIL: Current findings and contentious issues
Christiane Dalton-Puffer, Tarja Nikula and Ute Smit
279–292
Subject index
293–295
“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.
“The book makes very interesting reading and is a valuable addition to CLIL research and applied linguistics research generally.”
“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. ”
“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.”
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This list is based on CrossRef data as of 09 february 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects
BIC Subject: CJA – Language teaching theory & methods
BISAC Subject: LAN009000 – LANGUAGE ARTS & DISCIPLINES / Linguistics / General
U.S. Library of Congress Control Number:  2010038019 | Marc record