This article reports on a study of written production in content and language integrated learning (CLIL) with special emphasis on the ways linguistic resources are used in constructing historical meaning. The study utilizes the systemic functional framework (SFL) and its data consist of essays written in English (language of instruction) and in Finnish (students’ first language and language of instruction) by ten CLIL students and in English (the only language of instruction, students’ first or second language) by nine peers in international school (all grade 8 students, about 14 years of age). The discussion addresses the following questions: What are some of the features emerging in the written productions that reflect the use of language in constructing historical meaning in the light of systemic-functional linguistics? In particular, what characteristics of grammatical metaphor realized in terms of syntactic intricacy and thematic organization are observed in the English and Finnish essays of the CLIL students? The article concludes with a discussion of future research and pertinent pedagogical implications to CLIL environments.
Artieda, Gemma, Helena Roquet & Florentina Nicolás-Conesa
2020. The impact of age and exposure on EFL achievement in two learning contexts: formal instruction and formal instruction + content and language integrated learning (CLIL). International Journal of Bilingual Education and Bilingualism 23:4 ► pp. 449 ff.
Dalton-Puffer, Christiane
2011. Content-and-Language Integrated Learning: From Practice to Principles?. Annual Review of Applied Linguistics 31 ► pp. 182 ff.
2014. Issues in the assessment of bilingually educated students: expressing subject knowledge through L1 and L2. The Language Learning Journal 42:2 ► pp. 151 ff.
Hüttner, Julia & Ute Smit
2018. Negotiating political positions: subject-specific oral language use in CLIL classrooms. International Journal of Bilingual Education and Bilingualism 21:3 ► pp. 287 ff.
Llinares, Ana & Nashwa Nashaat-Sobhy
2023. CLIL Students’ Academic Language Performance on a Non-curricular Topic: a Comparison Between High-Exposure and Low-Exposure Groups. English Teaching & Learning 47:3 ► pp. 337 ff.
Lopriore, Lucilla
2020. Reframing teaching knowledge in Content and Language Integrated Learning (CLIL): A European perspective. Language Teaching Research 24:1 ► pp. 94 ff.
Merino, Jon Ander & David Lasagabaster
2018. CLIL as a way to multilingualism. International Journal of Bilingual Education and Bilingualism 21:1 ► pp. 79 ff.
Nashaat-Sobhy, Nashwa & Ana Llinares
2023. CLIL students’ definitions of historical terms. International Journal of Bilingual Education and Bilingualism 26:3 ► pp. 331 ff.
2015. Do Productive Skills Improve in Content and Language Integrated Learning Contexts? The Case of Writing. Applied Linguistics► pp. amv050 ff.
Ruiz de Zarobe, Yolanda
2015. The Effects of Implementing CLIL in Education. In Content-based Language Learning in Multilingual Educational Environments [Educational Linguistics, 23], ► pp. 51 ff.
Sylvén, Liss Kerstin
2013. CLIL in Sweden – why does it not work? A metaperspective on CLIL across contexts in Europe. International Journal of Bilingual Education and Bilingualism 16:3 ► pp. 301 ff.
This list is based on CrossRef data as of 18 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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