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Language Use and Language Learning in CLIL ClassroomsEdited by Christiane Dalton-Puffer, Tarja Nikula and Ute Smit
[AILA Applied Linguistics Series 7] 2010
► pp. 259–278
Edited by Christiane Dalton-Puffer, Tarja Nikula and Ute Smit
[AILA Applied Linguistics Series 7] 2010
► pp. 259–278
CLIL in an English as a lingua franca (ELF) classroom
On explaining terms and expressions interactively
Based on a longitudinal study of an international educational programme in English as the participants’ lingua franca, this chapter argues for ‘integrative explaining’ as a new construct that offers direct access to analysing content and language integrated learning at the micro-level. A detailed discourse-pragmatic analysis of twelve lessons spread over two years in this tertiary classroom community of practice has revealed distinct patterns of explaining subject-specific versus general terms and expressions. The results offer new and revealing insights into, firstly, the community-specific discursive ‘principle of joint forces’ and, secondly, the different activation of subject- vs. language expertise in discursively integrating new concepts into already shared knowledge.
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Dafouz, Emma & Ute Smit
2020. Researching EMEMUS. In ROAD-MAPPING English Medium Education in the Internationalised University, ► pp. 71 ff.
Hoły-Łuczaj, Magdalena
2022. Granice języka polskiego. Postawy wykładowców akademickich wobec kompetencji językowych studentów ukraińskich w kontekście migracji edukacyjnych do Polski. Studia Migracyjne – Przegląd Polonijny 48:1 (183) ► pp. 157 ff.
Hu, Guangwei, Linna Li & Jun Lei
2014. English-medium instruction at a Chinese University: rhetoric and reality. Language Policy 13:1 ► pp. 21 ff.
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Koç, Tuncay, Kadriye Dilek Bacanak & Hatice Ergül
2023. Gaze and other non-verbal resources in student clarification requests: a micro-analytic investigation. The Language Learning Journal 51:1 ► pp. 61 ff.
Novotná, Veronika Quinn & Jiřina Dunková
2015. Teaching through ELF at International Post-Secondary Institutions: A Case Study at United World Colleges. In International Perspectives on English as a Lingua Franca, ► pp. 159 ff.
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Tsuchiya, Keiko
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Westerholm, Kirsi & Anne Räsänen
2015. Sharing and promoting disciplinary competences for university teaching in English: voices from the University of Jyväskylä language centre’s TACE programme. In Voices of pedagogical development – Expanding, enhancing and exploring higher education language learning, ► pp. 131 ff.
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2020. Triggering effect of CLIL practice on English as a lingua franca awareness. ELT Journal 74:4 ► pp. 387 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. Any errors therein should be reported to them.