Article published in:
Language Use and Language Learning in CLIL ClassroomsEdited by Christiane Dalton-Puffer, Tarja Nikula and Ute Smit
[AILA Applied Linguistics Series 7] 2010
► pp. 105–124
Effects of CLIL on a teacher’s classroom language use
Tarja Nikula | Jyväskylän yliopisto, Finland
This chapter reports on a case study on the effects of CLIL on a teacher’s language use. The data consist of biology lessons by a teacher both in his L1, Finnish, and in English. Analysis focuses both on what the teacher says and how he uses language in the two settings. In line with its discourse-pragmatic orientation, the chapter pays special attention to social and interpersonal dimensions of language use. The findings suggest that patterns of interaction differ across the two contexts, lessons in Finnish containing more teacher monologues than CLIL lessons. However, when teaching in Finnish, the teacher has at his disposal a wider repertoire of subtle means to construct and negotiate the teacher–student relationship and its power asymmetries.
Published online: 15 December 2010
https://doi.org/10.1075/aals.7.06nik
https://doi.org/10.1075/aals.7.06nik
Cited by
Cited by 25 other publications
Aguilar, Marta & Carmen Muñoz
2014. The effect of proficiency on CLIL benefits in Engineering students in Spain.
International Journal of Applied Linguistics 24:1 ► pp. 1 ff. 
Babich, Irina M., Vera K. Omarova, Aliya A. Baratova & Natalia I. Churkina
2021. Integration of IBL and CLIL in Preparing Prospective Teachers for Teaching Natural Sciences in Multilingual Environment.
Integration of Education 25:2 ► pp. 304 ff.
Bulon, Amélie
2020. Comparing the ‘phrasicon’ of teenagers in immersive and non-immersive settings.
Journal of Immersion and Content-Based Language Education 8:1 ► pp. 107 ff.
Chou, Mu-hsuan
2013. A Content-Based Approach to Teaching and Testing Listening Skills to Grade 5 EFL Learners.
International Journal of Listening 27:3 ► pp. 172 ff.
Codó, Eva & Adriana Patiño-Santos
2018. CLIL, unequal working conditions and neoliberal subjectivities in a state secondary school.
Language Policy 17:4 ► pp. 479 ff.
Dalton-Puffer, Christiane
2011. Content-and-Language Integrated Learning: From Practice to Principles?.
Annual Review of Applied Linguistics 31 ► pp. 182 ff.
Dalton-Puffer, Christiane & Ute Smit
2013. Content and Language Integrated Learning: A research agenda.
Language Teaching 46:4 ► pp. 545 ff.
de Zarobe, Yolanda Ruiz
2013. CLIL implementation: from policy-makers to individual initiatives.
International Journal of Bilingual Education and Bilingualism 16:3 ► pp. 231 ff.
Gierlinger, Erwin
2015. ‘You can speak German, sir’: on the complexity of teachers' L1 use in CLIL.
Language and Education 29:4 ► pp. 347 ff.
Hofstadler, Nicole, Sonja Babic, Anita Lämmerer, Sarah Mercer & Pia Oberdorfer
2021. The ecology of CLIL teachers in Austria – an ecological perspective on CLIL teachers’ wellbeing.
Innovation in Language Learning and Teaching 15:3 ► pp. 218 ff.
Hüttner, Julia, Christiane Dalton-Puffer & Ute Smit
2013. The power of beliefs: lay theories and their influence on the implementation of CLIL programmes.
International Journal of Bilingual Education and Bilingualism 16:3 ► pp. 267 ff.
Karabassova, Laura & Xabier San Isidro
2020. Towards translanguaging in CLIL: a study on teachers’ perceptions and practices in Kazakhstan.
International Journal of Multilingualism ► pp. 1 ff.
Lamb, Penny & Graham King
2020. Another platform and a changed context: Student experiences of developing spontaneous speaking in French through physical education.
European Physical Education Review 26:2 ► pp. 515 ff.
Li, Dongying & Lian Zhang
2022. Exploring teacher scaffolding in a CLIL-framed EFL intensive reading class: A classroom discourse analysis approach.
Language Teaching Research 26:3 ► pp. 333 ff.
Lo, Yuen Yi & Ernesto Macaro
2015. Getting used to content and language integrated learning: what can classroom interaction reveal?.
The Language Learning Journal 43:3 ► pp. 239 ff.
Mahan, Karina Rose, Lisbeth M. Brevik & Marianne Ødegaard
2021. Characterizing CLIL teaching: new insights from a lower secondary classroom.
International Journal of Bilingual Education and Bilingualism 24:3 ► pp. 401 ff.
Moate, Josephine
2014. A narrative account of a teacher community.
Teacher Development 18:3 ► pp. 384 ff.
Olsson, Eva
2021. A comparative study of CLIL implementation in upper secondary school in Sweden and students’ development of L2 English academic vocabulary.
Language Teaching Research ► pp. 136216882110450 ff.
Pappa, Sotiria, Josephine Moate, Maria Ruohotie-Lyhty & Anneli Eteläpelto
2019. Teacher agency within the Finnish CLIL context: tensions and resources.
International Journal of Bilingual Education and Bilingualism 22:5 ► pp. 593 ff.
San Isidro, Xabier & David Lasagabaster
2019. Code-switching in a CLIL multilingual setting: a longitudinal qualitative study.
International Journal of Multilingualism 16:3 ► pp. 336 ff.
van Kampen, Evelyn, Wilfried Admiraal & Amanda Berry
2018. Content and language integrated learning in the Netherlands: teachers’ self-reported pedagogical practices.
International Journal of Bilingual Education and Bilingualism 21:2 ► pp. 222 ff.
Yalçın, Şebnem, Yasemin Bayyurt & Benan Rifaioğlu Alahdab
2020. Triggering effect of CLIL practice on English as a lingua franca awareness.
ELT Journal 74:4 ► pp. 387 ff.
Yang, Wen-hsien & Li-zu Yang
2022. Evaluating Learners’ Satisfaction with a Distance Online CLIL Lesson During the Pandemic.
English Teaching & Learning 46:2 ► pp. 179 ff.
Zappa-Hollman, Sandra & Patricia A. Duff
2019.
In Second Handbook of English Language Teaching [Springer International Handbooks of Education, ],
► pp. 1029 ff.
Zappa-Hollman, Sandra & Patricia A. Duff
2019.
In Second Handbook of Information Technology in Primary and Secondary Education [Springer International Handbooks of Education, ],
► pp. 1 ff.
This list is based on CrossRef data as of 19 may 2022. 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.