479014487 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code AALS 7 GE 15 9789027287519 06 10.1075/aals.7 00 EA E133 10 01 JB code AALS 02 JB code 1875-1113 02 7.00 01 02 AILA Applied Linguistics Series AILA Applied Linguistics Series 01 01 Language Use and Language Learning in CLIL Classrooms Language Use and Language Learning in CLIL Classrooms 1 B01 01 JB code 141104316 Christiane Dalton-Puffer Dalton-Puffer, Christiane Christiane Dalton-Puffer University of Vienna 2 B01 01 JB code 583104317 Tarja Nikula Nikula, Tarja Tarja Nikula University of Jyväskylä 3 B01 01 JB code 222104318 Ute Smit Smit, Ute Ute Smit University of Vienna 01 eng 11 308 03 03 x 03 00 295 03 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.LA Language acquisition 24 JB code LIN.EDUC Language teaching 10 LAN009000 12 CJA 01 06 02 00 CLIL has been enthusiastically embraced as a language enrichment measure in many contexts and finally research offers principled insights into its dynamics and potentials. This work explores a topical issue in second and foreign language education: the spreading practice in mainstream education to teach content subjects through a foreign language. 03 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. 01 00 03 01 01 D503 https://benjamins.com/covers/475/aals.7.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027205230.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027205230.tif 01 01 D503 https://benjamins.com/covers/1200_front/aals.7.hb.png 01 01 D503 https://benjamins.com/covers/125/aals.7.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/aals.7.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/aals.7.hb.png 01 01 JB code aals.7.000ack 06 10.1075/aals.7.000ack vii viii 2 Miscellaneous 1 01 04 Acknowledgements Acknowledgements 01 01 JB code aals.7.000pre 06 10.1075/aals.7.000pre ix x 2 Miscellaneous 2 01 04 Preface Preface 01 01 JB code aals.7.03int 06 10.1075/aals.7.03int Section header 3 01 04 Introduction Introduction 01 01 JB code aals.7.01dal 06 10.1075/aals.7.01dal 1 20 20 Article 4 01 04 Charting policies, premises and research on content and language integrated learning Charting policies, premises and research on content and language integrated learning 1 A01 01 JB code 389129969 Christiane Dalton-Puffer Dalton-Puffer, Christiane Christiane Dalton-Puffer Universität Wien, Austria 2 A01 01 JB code 554129970 Tarja Nikula Nikula, Tarja Tarja Nikula Jyväskylän yliopisto, Finland 3 A01 01 JB code 843129971 Ute Smit Smit, Ute Ute Smit Universität Wien, Austria 01 01 JB code aals.7.p1 06 10.1075/aals.7.p1 Section header 5 01 04 Part I. General and theoretical issues Part I. General and theoretical issues 01 01 JB code aals.7.02lor 06 10.1075/aals.7.02lor 23 38 16 Article 6 01 04 On the natural emergence of language structures in CLIL On the natural emergence of language structures in CLIL 01 04 Towards a theory of European educational bilingualism Towards a theory of European educational bilingualism 1 A01 01 JB code 254129972 Francisco Lorenzo Lorenzo, Francisco Francisco Lorenzo Universidad Pablo de Olavide, Sevilla, Spain 2 A01 01 JB code 292129973 Pat Moore Moore, Pat Pat Moore Universidad Pablo de Olavide, Sevilla, Spain 01 01 JB code aals.7.03mai 06 10.1075/aals.7.03mai 39 58 20 Article 7 01 04 The pragmatics of L2 in CLIL The pragmatics of L2 in CLIL 1 A01 01 JB code 800129974 Didier Maillat Maillat, Didier Didier Maillat Université de Fribourg, Switzerland 01 01 JB code aals.7.p2 06 10.1075/aals.7.p2 Section header 8 01 04 Part II. CLIL at the secondary level Part II. CLIL at the secondary level 01 01 JB code aals.7.04hut 06 10.1075/aals.7.04hut 61 80 20 Article 9 01 04 A cross-sectional analysis of oral narratives by children with CLIL and non-CLIL instruction A cross-sectional analysis of oral narratives by children with CLIL and non-CLIL instruction 1 A01 01 JB code 322129975 Julia Hüttner Hüttner, Julia Julia Hüttner University of Southampton, UK 2 A01 01 JB code 422129976 Angelika Rieder-Bünemann Rieder-Bünemann, Angelika Angelika Rieder-Bünemann Universität Wien, Austria 01 01 JB code aals.7.05mor 06 10.1075/aals.7.05mor 81 104 24 Article 10 01 04 Using a genre-based approach to integrating content and language in CLIL Using a genre-based approach to integrating content and language in CLIL 01 04 The example of secondary history The example of secondary history 1 A01 01 JB code 877129977 Tom Morton Morton, Tom Tom Morton Universidad Autónoma de Madrid, Spain 01 01 JB code aals.7.06nik 06 10.1075/aals.7.06nik 105 124 20 Article 11 01 04 Effects of CLIL on a teacher's classroom language use Effects of CLIL on a teacher’s classroom language use 1 A01 01 JB code 46129978 Tarja Nikula Nikula, Tarja Tarja Nikula Jyväskylän yliopisto, Finland 01 01 JB code aals.7.07lli 06 10.1075/aals.7.07lli 125 124 Article 12 01 04 Writing and speaking in the history class Writing and speaking in the history class 01 04 A comparative analysis of CLIL and first language contexts A comparative analysis of CLIL and first language contexts 1 A01 01 JB code 422129979 Ana Llinares García García, Ana Llinares Ana Llinares García Universidad Autónoma de Madrid, Spain 2 A01 01 JB code 160129980 Rachel Whittaker Whittaker, Rachel Rachel Whittaker Universidad Autónoma de Madrid, Spain 01 01 JB code aals.7.08jar 06 10.1075/aals.7.08jar 145 168 24 Article 13 01 04 Language as a meaning making resource in learning and teaching content Language as a meaning making resource in learning and teaching content 01 04 Analysing historical writing in content and language integrated learning Analysing historical writing in content and language integrated learning 1 A01 01 JB code 520129981 Heini-Marja Järvinen Järvinen, Heini-Marja Heini-Marja Järvinen Turun yliopisto, Finland 01 01 JB code aals.7.09jex 06 10.1075/aals.7.09jex 169 190 22 Article 14 01 04 The CLIL differential The CLIL differential 01 04 Comparing the writing of CLIL and non-CLIL students in higher colleges of technology Comparing the writing of CLIL and non-CLIL students in higher colleges of technology 1 A01 01 JB code 9129982 Silvia Jexenflicker Jexenflicker, Silvia Silvia Jexenflicker FH Wiener Neustadt, Austria 2 A01 01 JB code 29129983 Christiane Dalton-Puffer Dalton-Puffer, Christiane Christiane Dalton-Puffer Universität Wien, Austria 01 01 JB code aals.7.10rui 06 10.1075/aals.7.10rui 191 210 20 Article 15 01 04 Written production and CLIL Written production and CLIL 01 04 An empiricial study An empiricial study 1 A01 01 JB code 406129984 Yolanda Ruiz de Zarobe Ruiz de Zarobe, Yolanda Yolanda Ruiz de Zarobe Euskal Herriko Unibertsitatea, Spain 01 01 JB code aals.7.p3 06 10.1075/aals.7.p3 Section header 16 01 04 Part III. CLIL at the tertiary level Part III. CLIL at the tertiary level 01 01 JB code aals.7.11daf 06 10.1075/aals.7.11daf 213 232 20 Article 17 01 04 Metadiscursive devices in university lectures Metadiscursive devices in university lectures 01 04 A contrastive analysis of L1 and L2 teacher performance A contrastive analysis of L1 and L2 teacher performance 1 A01 01 JB code 991129985 Emma Dafouz Dafouz, Emma Emma Dafouz Universidad Complutense de Madrid, Spain 2 A01 01 JB code 12129986 Begoña Núñez Perucha Núñez Perucha, Begoña Begoña Núñez Perucha Universidad Complutense de Madrid, Spain 01 01 JB code aals.7.12ole 06 10.1075/aals.7.12ole 233 258 26 Article 18 01 04 Language Matters Language Matters 01 04 Assessing lecture comprehension in Norwegian English-medium higher education Assessing lecture comprehension in Norwegian English-medium higher education 1 A01 01 JB code 389129987 Glenn Ole Hellekjær Hellekjær, Glenn Ole Glenn Ole Hellekjær Universitetet i Oslo, Norway 01 01 JB code aals.7.13smi 06 10.1075/aals.7.13smi 259 278 20 Article 19 01 04 CLIL in an English as a lingua franca (ELF) classroom CLIL in an English as a lingua franca (ELF) classroom 01 04 On explaining terms and expressions interactively On explaining terms and expressions interactively 1 A01 01 JB code 189129988 Ute Smit Smit, Ute Ute Smit Universität Wien, Austria 01 01 JB code aals.7.14dal 06 10.1075/aals.7.14dal 279 292 14 Article 20 01 04 Language use and language learning in CLIL Language use and language learning in CLIL 01 04 Current findings and contentious issues Current findings and contentious issues 1 A01 01 JB code 597129989 Christiane Dalton-Puffer Dalton-Puffer, Christiane Christiane Dalton-Puffer Universität Wien, Austria 2 A01 01 JB code 729129990 Tarja Nikula Nikula, Tarja Tarja Nikula Jyväskylän yliopisto, Finland 3 A01 01 JB code 877129991 Ute Smit Smit, Ute Ute Smit Universität Wien, Austria 01 01 JB code aals.7.21sub 06 10.1075/aals.7.21sub 293 295 3 Miscellaneous 21 01 04 Subject index Subject index 01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20101215 C 2010 John Benjamins Publishing Company D 2010 John Benjamins Publishing Company 02 WORLD 13 15 9789027205230 WORLD 03 01 JB 17 Google 03 https://play.google.com/store/books 21 01 00 Unqualified price 00 95.00 EUR 01 00 Unqualified price 00 80.00 GBP 01 00 Unqualified price 00 143.00 USD 377007571 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code AALS 7 Hb 15 9789027205230 06 10.1075/aals.7 13 2010038019 00 BB 01 245 mm 02 164 mm 08 675 gr 10 01 JB code AALS 02 1875-1113 02 7.00 01 02 AILA Applied Linguistics Series AILA Applied Linguistics Series 01 01 Language Use and Language Learning in CLIL Classrooms Language Use and Language Learning in CLIL Classrooms 1 B01 01 JB code 141104316 Christiane Dalton-Puffer Dalton-Puffer, Christiane Christiane Dalton-Puffer University of Vienna 07 https://benjamins.com/catalog/persons/141104316 2 B01 01 JB code 583104317 Tarja Nikula Nikula, Tarja Tarja Nikula University of Jyväskylä 07 https://benjamins.com/catalog/persons/583104317 3 B01 01 JB code 222104318 Ute Smit Smit, Ute Ute Smit University of Vienna 07 https://benjamins.com/catalog/persons/222104318 01 eng 11 308 03 03 x 03 00 295 03 01 22 418.0071 03 2010 P51 04 Language and languages--Study and teaching. 10 LAN009000 12 CJA 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.LA Language acquisition 24 JB code LIN.EDUC Language teaching 01 06 02 00 CLIL has been enthusiastically embraced as a language enrichment measure in many contexts and finally research offers principled insights into its dynamics and potentials. This work explores a topical issue in second and foreign language education: the spreading practice in mainstream education to teach content subjects through a foreign language. 03 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. 01 00 03 01 01 D503 https://benjamins.com/covers/475/aals.7.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027205230.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027205230.tif 01 01 D503 https://benjamins.com/covers/1200_front/aals.7.hb.png 01 01 D503 https://benjamins.com/covers/125/aals.7.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/aals.7.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/aals.7.hb.png 01 01 JB code aals.7.000ack 06 10.1075/aals.7.000ack vii viii 2 Miscellaneous 1 01 04 Acknowledgements Acknowledgements 01 eng 01 01 JB code aals.7.000pre 06 10.1075/aals.7.000pre ix x 2 Miscellaneous 2 01 04 Preface Preface 01 eng 01 01 JB code aals.7.03int 06 10.1075/aals.7.03int Section header 3 01 04 Introduction Introduction 01 eng 01 01 JB code aals.7.01dal 06 10.1075/aals.7.01dal 1 20 20 Article 4 01 04 Charting policies, premises and research on content and language integrated learning Charting policies, premises and research on content and language integrated learning 1 A01 01 JB code 389129969 Christiane Dalton-Puffer Dalton-Puffer, Christiane Christiane Dalton-Puffer Universität Wien, Austria 07 https://benjamins.com/catalog/persons/389129969 2 A01 01 JB code 554129970 Tarja Nikula Nikula, Tarja Tarja Nikula Jyväskylän yliopisto, Finland 07 https://benjamins.com/catalog/persons/554129970 3 A01 01 JB code 843129971 Ute Smit Smit, Ute Ute Smit Universität Wien, Austria 07 https://benjamins.com/catalog/persons/843129971 01 eng 01 01 JB code aals.7.p1 06 10.1075/aals.7.p1 Section header 5 01 04 Part I. General and theoretical issues Part I. General and theoretical issues 01 eng 01 01 JB code aals.7.02lor 06 10.1075/aals.7.02lor 23 38 16 Article 6 01 04 On the natural emergence of language structures in CLIL On the natural emergence of language structures in CLIL 01 04 Towards a theory of European educational bilingualism Towards a theory of European educational bilingualism 1 A01 01 JB code 254129972 Francisco Lorenzo Lorenzo, Francisco Francisco Lorenzo Universidad Pablo de Olavide, Sevilla, Spain 07 https://benjamins.com/catalog/persons/254129972 2 A01 01 JB code 292129973 Pat Moore Moore, Pat Pat Moore Universidad Pablo de Olavide, Sevilla, Spain 07 https://benjamins.com/catalog/persons/292129973 01 eng 30 00

It is important to ensure that the implementation of modern European educational bilingualism be based on sound theoretical underpinnings. We discuss the development of L2 competence, as evidenced in sentence and text grammar, gauging the extent to which the incidental language learning favoured by a CLIL (Content and Language Integrated Learning) approach appears to satisfy the requirements of content learning. Secondary CLIL learners were given writing prompts designed to produce short passages of academic type language. The resulting texts are employed to discuss (a) the alignment of content and grammar and the primacy of semantic considerations; (b) transfer between L1 and L2 and the undeniable role of the L1, and (c) interlanguage levels and the need for realistic attainment models. They also serve to illustrate the importance of communicative need in CLIL-type approaches.

01 01 JB code aals.7.03mai 06 10.1075/aals.7.03mai 39 58 20 Article 7 01 04 The pragmatics of L2 in CLIL The pragmatics of L2 in CLIL 1 A01 01 JB code 800129974 Didier Maillat Maillat, Didier Didier Maillat Université de Fribourg, Switzerland 07 https://benjamins.com/catalog/persons/800129974 01 eng 30 00

Results, drawn from naturally occurring classroom interactions in CLIL environments collected in Switzerland, are used to argue that a theoretical proposal can be made about the specific impact that CLIL has on second language learning. Based on the observation of a combination of qualitative and quantitative data, it will be claimed that CLIL offers a learning environment which favourably influences the conditions of L2 use and, therefore, its acquisition. Specifically, the model suggested here argues for a pragmatic effect – the mask effect – which is taken to facilitate the spoken production of CLIL students. This effect is related to current research in the cognitive psychology of bilingualism as it links the mask effect with an ability to focus on the relevant aspects of the task at hand while inhibiting irrelevant ones.

01 01 JB code aals.7.p2 06 10.1075/aals.7.p2 Section header 8 01 04 Part II. CLIL at the secondary level Part II. CLIL at the secondary level 01 eng 01 01 JB code aals.7.04hut 06 10.1075/aals.7.04hut 61 80 20 Article 9 01 04 A cross-sectional analysis of oral narratives by children with CLIL and non-CLIL instruction A cross-sectional analysis of oral narratives by children with CLIL and non-CLIL instruction 1 A01 01 JB code 322129975 Julia Hüttner Hüttner, Julia Julia Hüttner University of Southampton, UK 07 https://benjamins.com/catalog/persons/322129975 2 A01 01 JB code 422129976 Angelika Rieder-Bünemann Rieder-Bünemann, Angelika Angelika Rieder-Bünemann Universität Wien, Austria 07 https://benjamins.com/catalog/persons/422129976 01 eng 30 00

The study presented investigates the English language learning outcomes of 44 German-speaking children in year 3 of secondary school, of whom 22 are in CLIL strands, while the other group follow standard curricula. This investigation focuses on the acquisition of oral narrative competence, using a picture story related by each pupil in German and English as data base. Aspects of language competence investigated include degrees of narrative competence (e.g. mentioning of plot elements, shifting perspectives), morphological/syntactic language regularities (e.g. tense forms) and the use of communicative strategies (i.e. coping with lexical gaps). The results point towards improved oral narrative abilities of CLIL pupils. There are, however, differences in the various competence aspects investigated, indicating that CLIL instruction most markedly affects more complex elements.

01 01 JB code aals.7.05mor 06 10.1075/aals.7.05mor 81 104 24 Article 10 01 04 Using a genre-based approach to integrating content and language in CLIL Using a genre-based approach to integrating content and language in CLIL 01 04 The example of secondary history The example of secondary history 1 A01 01 JB code 877129977 Tom Morton Morton, Tom Tom Morton Universidad Autónoma de Madrid, Spain 07 https://benjamins.com/catalog/persons/877129977 01 eng 30 00

This chapter proposes that a genre-based pedagogy could provide at least a partial framework for a language curriculum in CLIL. It starts from the idea that an important aspect of learning an academic subject is that of being a user of the different text types or genres through which the subject knowledge is construed. In a genre-based pedagogy, teachers and students jointly construct content knowledge along with the textual and linguistic forms in which it is packaged, thus linking the oral discourse through which knowledge is construed with the written genres which students may have to produce. Such an approach is particularly relevant for CLIL, as it provides a way of genuinely integrating content and language instruction. The chapter provides examples from secondary CLIL history lessons, but it is argued that a genre-based approach can be suitable across subject areas, and is compatible with the 4 Cs perspective on CLIL.

01 01 JB code aals.7.06nik 06 10.1075/aals.7.06nik 105 124 20 Article 11 01 04 Effects of CLIL on a teacher's classroom language use Effects of CLIL on a teacher’s classroom language use 1 A01 01 JB code 46129978 Tarja Nikula Nikula, Tarja Tarja Nikula Jyväskylän yliopisto, Finland 07 https://benjamins.com/catalog/persons/46129978 01 eng 30 00

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.

01 01 JB code aals.7.07lli 06 10.1075/aals.7.07lli 125 124 Article 12 01 04 Writing and speaking in the history class Writing and speaking in the history class 01 04 A comparative analysis of CLIL and first language contexts A comparative analysis of CLIL and first language contexts 1 A01 01 JB code 422129979 Ana Llinares Llinares, Ana Ana Llinares Universidad Autónoma de Madrid, Spain 07 https://benjamins.com/catalog/persons/422129979 2 A01 01 JB code 160129980 Rachel Whittaker Whittaker, Rachel Rachel Whittaker Universidad Autónoma de Madrid, Spain 07 https://benjamins.com/catalog/persons/160129980 01 eng 30 00

This paper presents a comparative analysis of the language used by CLIL secondary school students of history and that of students following the same syllabus in their first language (Spanish). The data consists of spoken and written production: a whole-class end-of-topic summary session and short compositions by the same students on the same topic. Using a Systemic-Functional approach (Halliday 2004), we analyse a selection of features of the students’ language in the two contexts. We focus on their expression of content: processes, participants, circumstances and clause complexes (Halliday’s ideational function of language) and their use of modality (the interpersonal function). The results report differences between the two groups in the realization of the two functions.

01 01 JB code aals.7.08jar 06 10.1075/aals.7.08jar 145 168 24 Article 13 01 04 Language as a meaning making resource in learning and teaching content Language as a meaning making resource in learning and teaching content 01 04 Analysing historical writing in content and language integrated learning Analysing historical writing in content and language integrated learning 1 A01 01 JB code 520129981 Heini-Marja Järvinen Järvinen, Heini-Marja Heini-Marja Järvinen Turun yliopisto, Finland 07 https://benjamins.com/catalog/persons/520129981 01 eng 30 00

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.

01 01 JB code aals.7.09jex 06 10.1075/aals.7.09jex 169 190 22 Article 14 01 04 The CLIL differential The CLIL differential 01 04 Comparing the writing of CLIL and non-CLIL students in higher colleges of technology Comparing the writing of CLIL and non-CLIL students in higher colleges of technology 1 A01 01 JB code 9129982 Silvia Jexenflicker Jexenflicker, Silvia Silvia Jexenflicker FH Wiener Neustadt, Austria 07 https://benjamins.com/catalog/persons/9129982 2 A01 01 JB code 29129983 Christiane Dalton-Puffer Dalton-Puffer, Christiane Christiane Dalton-Puffer Universität Wien, Austria 07 https://benjamins.com/catalog/persons/29129983 01 eng 30 00

This chapter examines the effects of CLIL provision on different aspects of written language competence in order to determine which of these areas profit more and which are possibly unaffected by the experience of subject matter teaching in a foreign language. For this purpose we analysed the written work of students who followed either a traditional EFL curriculum or enjoyed additional CLIL provision. The data were obtained in a double case study at two higher technical colleges in Austria where students were asked to complete a free writing task. The bottom line of the analysis shows the CLIL students clearly ahead of their EFL-only peers on the basis of overall scores, but on closer inspection results tell a more complex story: in the area of lexico-grammar the CLIL students show significant advantages throughout, as they do in vocabulary range and orthographic correctness. On the level of discourse competence and textual organization, however, differences are difficult to discern with the general competence level in this area leaving a great deal of room for improvement. Several explanations for these results suggest themselves.

01 01 JB code aals.7.10rui 06 10.1075/aals.7.10rui 191 210 20 Article 15 01 04 Written production and CLIL Written production and CLIL 01 04 An empiricial study An empiricial study 1 A01 01 JB code 406129984 Yolanda Ruiz de Zarobe Ruiz de Zarobe, Yolanda Yolanda Ruiz de Zarobe Euskal Herriko Unibertsitatea, Spain 07 https://benjamins.com/catalog/persons/406129984 01 eng 30 00

This paper analyses the written competence attained by two groups of bilingual students that follow two different CLIL programmes, and another group enrolled in a traditional English as a Foreign language (EFL) programme. This study also analyses the longitudinal progression of these three groups to offer a more prolonged perspective on CLIL. Our results show the CLIL groups score better in relation to the five categories analysed in written production: content, organisation, vocabulary, language usage and mechanics, which suggests there is a positive relationship between the amount of exposure through English and written foreign language proficiency. Furthermore, the longitudinal evaluation of the results show that students enrolled on CLIL programmes outperform students on the EFL programmes, and this advantage increases with grade, confirming the effectiveness of the CLIL approach on written production outcomes. These results serve as evidence that CLIL can be more useful than traditional language teaching in promoting proficiency in the foreign language.

01 01 JB code aals.7.p3 06 10.1075/aals.7.p3 Section header 16 01 04 Part III. CLIL at the tertiary level Part III. CLIL at the tertiary level 01 eng 01 01 JB code aals.7.11daf 06 10.1075/aals.7.11daf 213 232 20 Article 17 01 04 Metadiscursive devices in university lectures Metadiscursive devices in university lectures 01 04 A contrastive analysis of L1 and L2 teacher performance A contrastive analysis of L1 and L2 teacher performance 1 A01 01 JB code 991129985 Emma Dafouz Dafouz, Emma Emma Dafouz Universidad Complutense de Madrid, Spain 07 https://benjamins.com/catalog/persons/991129985 2 A01 01 JB code 12129986 Begoña Núñez Perucha Núñez Perucha, Begoña Begoña Núñez Perucha Universidad Complutense de Madrid, Spain 07 https://benjamins.com/catalog/persons/12129986 01 eng 30 00

Drawing on Systemic Functional Linguistics, and especially, on the notions of genre (Martin, 1985; Eggins, 1994) and phase (Young 1990, 1994), the present paper pursues a two-fold objective: (i) to identify the type, function and linguistic realisation of the metadiscursive devices (MDs) used in the organisation of lectures; and (ii) to account for similarities and differences between the L1 and L2 and assess their implications for teacher training. The contrastive analysis of six lectures given by the same speakers in Spanish (L1) and English (L2) reveals differences regarding the types and realisations of MDs. Specifically, the Spanish data show more explicit signalling, a wider variety of stylistic choices, and a higher use of interaction devices and conclusion markers. These findings point to the need for precise language objectives (e.g. explicit focus on the role of MDs) in CLIL teacher education in university contexts.

01 01 JB code aals.7.12ole 06 10.1075/aals.7.12ole 233 258 26 Article 18 01 04 Language Matters Language Matters 01 04 Assessing lecture comprehension in Norwegian English-medium higher education Assessing lecture comprehension in Norwegian English-medium higher education 1 A01 01 JB code 389129987 Glenn Ole Hellekjær Hellekjær, Glenn Ole Glenn Ole Hellekjær Universitetet i Oslo, Norway 07 https://benjamins.com/catalog/persons/389129987 01 eng 30 00

The present study examines lecture comprehension in English-Medium (EM) courses, i.e. non-language subjects taught through English in higher education. It uses a questionnaire with self-assessment items for aspects of lecture comprehension in English and in the first language (L1). The sample comprises 391 respondents from three Norwegian institutions of higher education. Analysis shows that although the differences in comprehension scores between English and the L1 are not substantial, and the respondents experienced much the same difficulties in the L1 and English, a larger number of students have comprehension difficulties in the EM lectures. The main problems are difficulties distinguishing the meaning of words, unfamiliar vocabulary, and difficulties taking notes while listening to lectures. It concludes by arguing the need to take language difficulties seriously, through the use of effective lecturing behavior, and improving the lecturers’ as well as the students’ English proficiency.

01 01 JB code aals.7.13smi 06 10.1075/aals.7.13smi 259 278 20 Article 19 01 04 CLIL in an English as a lingua franca (ELF) classroom CLIL in an English as a lingua franca (ELF) classroom 01 04 On explaining terms and expressions interactively On explaining terms and expressions interactively 1 A01 01 JB code 189129988 Ute Smit Smit, Ute Ute Smit Universität Wien, Austria 07 https://benjamins.com/catalog/persons/189129988 01 eng 30 00

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.

01 01 JB code aals.7.14dal 06 10.1075/aals.7.14dal 279 292 14 Article 20 01 04 Language use and language learning in CLIL Language use and language learning in CLIL 01 04 Current findings and contentious issues Current findings and contentious issues 1 A01 01 JB code 597129989 Christiane Dalton-Puffer Dalton-Puffer, Christiane Christiane Dalton-Puffer Universität Wien, Austria 07 https://benjamins.com/catalog/persons/597129989 2 A01 01 JB code 729129990 Tarja Nikula Nikula, Tarja Tarja Nikula Jyväskylän yliopisto, Finland 07 https://benjamins.com/catalog/persons/729129990 3 A01 01 JB code 877129991 Ute Smit Smit, Ute Ute Smit Universität Wien, Austria 07 https://benjamins.com/catalog/persons/877129991 01 eng 01 01 JB code aals.7.21sub 06 10.1075/aals.7.21sub 293 295 3 Miscellaneous 21 01 04 Subject index Subject index 01 eng
01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com 02 https://benjamins.com/catalog/aals.7 Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20101215 C 2010 John Benjamins Publishing Company D 2010 John Benjamins Publishing Company 02 WORLD WORLD US CA MX 09 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 21 20 16 01 00 Unqualified price 02 JB 1 02 95.00 EUR 02 00 Unqualified price 02 80.00 01 Z 0 GBP GB US CA MX 01 01 JB 2 John Benjamins Publishing Company +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 21 20 16 01 00 Unqualified price 02 JB 1 02 143.00 USD
479014487 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code AALS 7 GE 15 9789027287519 06 10.1075/aals.7 00 EA E133 10 01 JB code AALS 02 JB code 1875-1113 02 7.00 01 02 AILA Applied Linguistics Series AILA Applied Linguistics Series 01 01 Language Use and Language Learning in CLIL Classrooms Language Use and Language Learning in CLIL Classrooms 1 B01 01 JB code 141104316 Christiane Dalton-Puffer Dalton-Puffer, Christiane Christiane Dalton-Puffer University of Vienna 2 B01 01 JB code 583104317 Tarja Nikula Nikula, Tarja Tarja Nikula University of Jyväskylä 3 B01 01 JB code 222104318 Ute Smit Smit, Ute Ute Smit University of Vienna 01 eng 11 308 03 03 x 03 00 295 03 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.LA Language acquisition 24 JB code LIN.EDUC Language teaching 10 LAN009000 12 CJA 01 06 02 00 CLIL has been enthusiastically embraced as a language enrichment measure in many contexts and finally research offers principled insights into its dynamics and potentials. This work explores a topical issue in second and foreign language education: the spreading practice in mainstream education to teach content subjects through a foreign language. 03 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. 01 00 03 01 01 D503 https://benjamins.com/covers/475/aals.7.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027205230.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027205230.tif 01 01 D503 https://benjamins.com/covers/1200_front/aals.7.hb.png 01 01 D503 https://benjamins.com/covers/125/aals.7.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/aals.7.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/aals.7.hb.png 01 01 JB code aals.7.000ack 06 10.1075/aals.7.000ack vii viii 2 Miscellaneous 1 01 04 Acknowledgements Acknowledgements 01 01 JB code aals.7.000pre 06 10.1075/aals.7.000pre ix x 2 Miscellaneous 2 01 04 Preface Preface 01 01 JB code aals.7.03int 06 10.1075/aals.7.03int Section header 3 01 04 Introduction Introduction 01 01 JB code aals.7.01dal 06 10.1075/aals.7.01dal 1 20 20 Article 4 01 04 Charting policies, premises and research on content and language integrated learning Charting policies, premises and research on content and language integrated learning 1 A01 01 JB code 389129969 Christiane Dalton-Puffer Dalton-Puffer, Christiane Christiane Dalton-Puffer Universität Wien, Austria 2 A01 01 JB code 554129970 Tarja Nikula Nikula, Tarja Tarja Nikula Jyväskylän yliopisto, Finland 3 A01 01 JB code 843129971 Ute Smit Smit, Ute Ute Smit Universität Wien, Austria 01 01 JB code aals.7.p1 06 10.1075/aals.7.p1 Section header 5 01 04 Part I. General and theoretical issues Part I. General and theoretical issues 01 01 JB code aals.7.02lor 06 10.1075/aals.7.02lor 23 38 16 Article 6 01 04 On the natural emergence of language structures in CLIL On the natural emergence of language structures in CLIL 01 04 Towards a theory of European educational bilingualism Towards a theory of European educational bilingualism 1 A01 01 JB code 254129972 Francisco Lorenzo Lorenzo, Francisco Francisco Lorenzo Universidad Pablo de Olavide, Sevilla, Spain 2 A01 01 JB code 292129973 Pat Moore Moore, Pat Pat Moore Universidad Pablo de Olavide, Sevilla, Spain 01 01 JB code aals.7.03mai 06 10.1075/aals.7.03mai 39 58 20 Article 7 01 04 The pragmatics of L2 in CLIL The pragmatics of L2 in CLIL 1 A01 01 JB code 800129974 Didier Maillat Maillat, Didier Didier Maillat Université de Fribourg, Switzerland 01 01 JB code aals.7.p2 06 10.1075/aals.7.p2 Section header 8 01 04 Part II. CLIL at the secondary level Part II. CLIL at the secondary level 01 01 JB code aals.7.04hut 06 10.1075/aals.7.04hut 61 80 20 Article 9 01 04 A cross-sectional analysis of oral narratives by children with CLIL and non-CLIL instruction A cross-sectional analysis of oral narratives by children with CLIL and non-CLIL instruction 1 A01 01 JB code 322129975 Julia Hüttner Hüttner, Julia Julia Hüttner University of Southampton, UK 2 A01 01 JB code 422129976 Angelika Rieder-Bünemann Rieder-Bünemann, Angelika Angelika Rieder-Bünemann Universität Wien, Austria 01 01 JB code aals.7.05mor 06 10.1075/aals.7.05mor 81 104 24 Article 10 01 04 Using a genre-based approach to integrating content and language in CLIL Using a genre-based approach to integrating content and language in CLIL 01 04 The example of secondary history The example of secondary history 1 A01 01 JB code 877129977 Tom Morton Morton, Tom Tom Morton Universidad Autónoma de Madrid, Spain 01 01 JB code aals.7.06nik 06 10.1075/aals.7.06nik 105 124 20 Article 11 01 04 Effects of CLIL on a teacher's classroom language use Effects of CLIL on a teacher’s classroom language use 1 A01 01 JB code 46129978 Tarja Nikula Nikula, Tarja Tarja Nikula Jyväskylän yliopisto, Finland 01 01 JB code aals.7.07lli 06 10.1075/aals.7.07lli 125 124 Article 12 01 04 Writing and speaking in the history class Writing and speaking in the history class 01 04 A comparative analysis of CLIL and first language contexts A comparative analysis of CLIL and first language contexts 1 A01 01 JB code 422129979 Ana Llinares García García, Ana Llinares Ana Llinares García Universidad Autónoma de Madrid, Spain 2 A01 01 JB code 160129980 Rachel Whittaker Whittaker, Rachel Rachel Whittaker Universidad Autónoma de Madrid, Spain 01 01 JB code aals.7.08jar 06 10.1075/aals.7.08jar 145 168 24 Article 13 01 04 Language as a meaning making resource in learning and teaching content Language as a meaning making resource in learning and teaching content 01 04 Analysing historical writing in content and language integrated learning Analysing historical writing in content and language integrated learning 1 A01 01 JB code 520129981 Heini-Marja Järvinen Järvinen, Heini-Marja Heini-Marja Järvinen Turun yliopisto, Finland 01 01 JB code aals.7.09jex 06 10.1075/aals.7.09jex 169 190 22 Article 14 01 04 The CLIL differential The CLIL differential 01 04 Comparing the writing of CLIL and non-CLIL students in higher colleges of technology Comparing the writing of CLIL and non-CLIL students in higher colleges of technology 1 A01 01 JB code 9129982 Silvia Jexenflicker Jexenflicker, Silvia Silvia Jexenflicker FH Wiener Neustadt, Austria 2 A01 01 JB code 29129983 Christiane Dalton-Puffer Dalton-Puffer, Christiane Christiane Dalton-Puffer Universität Wien, Austria 01 01 JB code aals.7.10rui 06 10.1075/aals.7.10rui 191 210 20 Article 15 01 04 Written production and CLIL Written production and CLIL 01 04 An empiricial study An empiricial study 1 A01 01 JB code 406129984 Yolanda Ruiz de Zarobe Ruiz de Zarobe, Yolanda Yolanda Ruiz de Zarobe Euskal Herriko Unibertsitatea, Spain 01 01 JB code aals.7.p3 06 10.1075/aals.7.p3 Section header 16 01 04 Part III. CLIL at the tertiary level Part III. CLIL at the tertiary level 01 01 JB code aals.7.11daf 06 10.1075/aals.7.11daf 213 232 20 Article 17 01 04 Metadiscursive devices in university lectures Metadiscursive devices in university lectures 01 04 A contrastive analysis of L1 and L2 teacher performance A contrastive analysis of L1 and L2 teacher performance 1 A01 01 JB code 991129985 Emma Dafouz Dafouz, Emma Emma Dafouz Universidad Complutense de Madrid, Spain 2 A01 01 JB code 12129986 Begoña Núñez Perucha Núñez Perucha, Begoña Begoña Núñez Perucha Universidad Complutense de Madrid, Spain 01 01 JB code aals.7.12ole 06 10.1075/aals.7.12ole 233 258 26 Article 18 01 04 Language Matters Language Matters 01 04 Assessing lecture comprehension in Norwegian English-medium higher education Assessing lecture comprehension in Norwegian English-medium higher education 1 A01 01 JB code 389129987 Glenn Ole Hellekjær Hellekjær, Glenn Ole Glenn Ole Hellekjær Universitetet i Oslo, Norway 01 01 JB code aals.7.13smi 06 10.1075/aals.7.13smi 259 278 20 Article 19 01 04 CLIL in an English as a lingua franca (ELF) classroom CLIL in an English as a lingua franca (ELF) classroom 01 04 On explaining terms and expressions interactively On explaining terms and expressions interactively 1 A01 01 JB code 189129988 Ute Smit Smit, Ute Ute Smit Universität Wien, Austria 01 01 JB code aals.7.14dal 06 10.1075/aals.7.14dal 279 292 14 Article 20 01 04 Language use and language learning in CLIL Language use and language learning in CLIL 01 04 Current findings and contentious issues Current findings and contentious issues 1 A01 01 JB code 597129989 Christiane Dalton-Puffer Dalton-Puffer, Christiane Christiane Dalton-Puffer Universität Wien, Austria 2 A01 01 JB code 729129990 Tarja Nikula Nikula, Tarja Tarja Nikula Jyväskylän yliopisto, Finland 3 A01 01 JB code 877129991 Ute Smit Smit, Ute Ute Smit Universität Wien, Austria 01 01 JB code aals.7.21sub 06 10.1075/aals.7.21sub 293 295 3 Miscellaneous 21 01 04 Subject index Subject index 01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20101215 C 2010 John Benjamins Publishing Company D 2010 John Benjamins Publishing Company 02 WORLD 13 15 9789027205230 WORLD 03 01 JB 17 Google 03 https://play.google.com/store/books 21 01 00 Unqualified price 00 95.00 EUR 01 00 Unqualified price 00 80.00 GBP 01 00 Unqualified price 00 143.00 USD 265007572 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code AALS 7 Eb 15 9789027287519 06 10.1075/aals.7 00 EA E107 10 01 JB code AALS 02 1875-1113 02 7.00 01 02 AILA Applied Linguistics Series AILA Applied Linguistics Series 11 01 JB code jbe-all 01 02 Full EBA collection (ca. 4,200 titles) 11 01 JB code jbe-2015-all 01 02 Complete backlist (3,208 titles, 1967–2015) 05 02 Complete backlist (1967–2015) 11 01 JB code jbe-2015-linguistics 01 02 Subject collection: Linguistics (2,773 titles, 1967–2015) 05 02 Linguistics (1967–2015) 11 01 JB code jbe-2015-aals 01 02 AILA Applied Linguistics Series (vols. 1–14, 2008–2015) 05 02 AALS (vols. 1–14, 2008–2015) 01 01 Language Use and Language Learning in CLIL Classrooms Language Use and Language Learning in CLIL Classrooms 1 B01 01 JB code 141104316 Christiane Dalton-Puffer Dalton-Puffer, Christiane Christiane Dalton-Puffer University of Vienna 07 https://benjamins.com/catalog/persons/141104316 2 B01 01 JB code 583104317 Tarja Nikula Nikula, Tarja Tarja Nikula University of Jyväskylä 07 https://benjamins.com/catalog/persons/583104317 3 B01 01 JB code 222104318 Ute Smit Smit, Ute Ute Smit University of Vienna 07 https://benjamins.com/catalog/persons/222104318 01 eng 11 308 03 03 x 03 00 295 03 01 22 418.0071 03 2010 P51 04 Language and languages--Study and teaching. 10 LAN009000 12 CJA 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.LA Language acquisition 24 JB code LIN.EDUC Language teaching 01 06 02 00 CLIL has been enthusiastically embraced as a language enrichment measure in many contexts and finally research offers principled insights into its dynamics and potentials. This work explores a topical issue in second and foreign language education: the spreading practice in mainstream education to teach content subjects through a foreign language. 03 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. 01 00 03 01 01 D503 https://benjamins.com/covers/475/aals.7.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027205230.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027205230.tif 01 01 D503 https://benjamins.com/covers/1200_front/aals.7.hb.png 01 01 D503 https://benjamins.com/covers/125/aals.7.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/aals.7.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/aals.7.hb.png 01 01 JB code aals.7.000ack 06 10.1075/aals.7.000ack vii viii 2 Miscellaneous 1 01 04 Acknowledgements Acknowledgements 01 eng 01 01 JB code aals.7.000pre 06 10.1075/aals.7.000pre ix x 2 Miscellaneous 2 01 04 Preface Preface 01 eng 01 01 JB code aals.7.03int 06 10.1075/aals.7.03int Section header 3 01 04 Introduction Introduction 01 eng 01 01 JB code aals.7.01dal 06 10.1075/aals.7.01dal 1 20 20 Article 4 01 04 Charting policies, premises and research on content and language integrated learning Charting policies, premises and research on content and language integrated learning 1 A01 01 JB code 389129969 Christiane Dalton-Puffer Dalton-Puffer, Christiane Christiane Dalton-Puffer Universität Wien, Austria 07 https://benjamins.com/catalog/persons/389129969 2 A01 01 JB code 554129970 Tarja Nikula Nikula, Tarja Tarja Nikula Jyväskylän yliopisto, Finland 07 https://benjamins.com/catalog/persons/554129970 3 A01 01 JB code 843129971 Ute Smit Smit, Ute Ute Smit Universität Wien, Austria 07 https://benjamins.com/catalog/persons/843129971 01 eng 01 01 JB code aals.7.p1 06 10.1075/aals.7.p1 Section header 5 01 04 Part I. General and theoretical issues Part I. General and theoretical issues 01 eng 01 01 JB code aals.7.02lor 06 10.1075/aals.7.02lor 23 38 16 Article 6 01 04 On the natural emergence of language structures in CLIL On the natural emergence of language structures in CLIL 01 04 Towards a theory of European educational bilingualism Towards a theory of European educational bilingualism 1 A01 01 JB code 254129972 Francisco Lorenzo Lorenzo, Francisco Francisco Lorenzo Universidad Pablo de Olavide, Sevilla, Spain 07 https://benjamins.com/catalog/persons/254129972 2 A01 01 JB code 292129973 Pat Moore Moore, Pat Pat Moore Universidad Pablo de Olavide, Sevilla, Spain 07 https://benjamins.com/catalog/persons/292129973 01 eng 30 00

It is important to ensure that the implementation of modern European educational bilingualism be based on sound theoretical underpinnings. We discuss the development of L2 competence, as evidenced in sentence and text grammar, gauging the extent to which the incidental language learning favoured by a CLIL (Content and Language Integrated Learning) approach appears to satisfy the requirements of content learning. Secondary CLIL learners were given writing prompts designed to produce short passages of academic type language. The resulting texts are employed to discuss (a) the alignment of content and grammar and the primacy of semantic considerations; (b) transfer between L1 and L2 and the undeniable role of the L1, and (c) interlanguage levels and the need for realistic attainment models. They also serve to illustrate the importance of communicative need in CLIL-type approaches.

01 01 JB code aals.7.03mai 06 10.1075/aals.7.03mai 39 58 20 Article 7 01 04 The pragmatics of L2 in CLIL The pragmatics of L2 in CLIL 1 A01 01 JB code 800129974 Didier Maillat Maillat, Didier Didier Maillat Université de Fribourg, Switzerland 07 https://benjamins.com/catalog/persons/800129974 01 eng 30 00

Results, drawn from naturally occurring classroom interactions in CLIL environments collected in Switzerland, are used to argue that a theoretical proposal can be made about the specific impact that CLIL has on second language learning. Based on the observation of a combination of qualitative and quantitative data, it will be claimed that CLIL offers a learning environment which favourably influences the conditions of L2 use and, therefore, its acquisition. Specifically, the model suggested here argues for a pragmatic effect – the mask effect – which is taken to facilitate the spoken production of CLIL students. This effect is related to current research in the cognitive psychology of bilingualism as it links the mask effect with an ability to focus on the relevant aspects of the task at hand while inhibiting irrelevant ones.

01 01 JB code aals.7.p2 06 10.1075/aals.7.p2 Section header 8 01 04 Part II. CLIL at the secondary level Part II. CLIL at the secondary level 01 eng 01 01 JB code aals.7.04hut 06 10.1075/aals.7.04hut 61 80 20 Article 9 01 04 A cross-sectional analysis of oral narratives by children with CLIL and non-CLIL instruction A cross-sectional analysis of oral narratives by children with CLIL and non-CLIL instruction 1 A01 01 JB code 322129975 Julia Hüttner Hüttner, Julia Julia Hüttner University of Southampton, UK 07 https://benjamins.com/catalog/persons/322129975 2 A01 01 JB code 422129976 Angelika Rieder-Bünemann Rieder-Bünemann, Angelika Angelika Rieder-Bünemann Universität Wien, Austria 07 https://benjamins.com/catalog/persons/422129976 01 eng 30 00

The study presented investigates the English language learning outcomes of 44 German-speaking children in year 3 of secondary school, of whom 22 are in CLIL strands, while the other group follow standard curricula. This investigation focuses on the acquisition of oral narrative competence, using a picture story related by each pupil in German and English as data base. Aspects of language competence investigated include degrees of narrative competence (e.g. mentioning of plot elements, shifting perspectives), morphological/syntactic language regularities (e.g. tense forms) and the use of communicative strategies (i.e. coping with lexical gaps). The results point towards improved oral narrative abilities of CLIL pupils. There are, however, differences in the various competence aspects investigated, indicating that CLIL instruction most markedly affects more complex elements.

01 01 JB code aals.7.05mor 06 10.1075/aals.7.05mor 81 104 24 Article 10 01 04 Using a genre-based approach to integrating content and language in CLIL Using a genre-based approach to integrating content and language in CLIL 01 04 The example of secondary history The example of secondary history 1 A01 01 JB code 877129977 Tom Morton Morton, Tom Tom Morton Universidad Autónoma de Madrid, Spain 07 https://benjamins.com/catalog/persons/877129977 01 eng 30 00

This chapter proposes that a genre-based pedagogy could provide at least a partial framework for a language curriculum in CLIL. It starts from the idea that an important aspect of learning an academic subject is that of being a user of the different text types or genres through which the subject knowledge is construed. In a genre-based pedagogy, teachers and students jointly construct content knowledge along with the textual and linguistic forms in which it is packaged, thus linking the oral discourse through which knowledge is construed with the written genres which students may have to produce. Such an approach is particularly relevant for CLIL, as it provides a way of genuinely integrating content and language instruction. The chapter provides examples from secondary CLIL history lessons, but it is argued that a genre-based approach can be suitable across subject areas, and is compatible with the 4 Cs perspective on CLIL.

01 01 JB code aals.7.06nik 06 10.1075/aals.7.06nik 105 124 20 Article 11 01 04 Effects of CLIL on a teacher's classroom language use Effects of CLIL on a teacher’s classroom language use 1 A01 01 JB code 46129978 Tarja Nikula Nikula, Tarja Tarja Nikula Jyväskylän yliopisto, Finland 07 https://benjamins.com/catalog/persons/46129978 01 eng 30 00

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.

01 01 JB code aals.7.07lli 06 10.1075/aals.7.07lli 125 124 Article 12 01 04 Writing and speaking in the history class Writing and speaking in the history class 01 04 A comparative analysis of CLIL and first language contexts A comparative analysis of CLIL and first language contexts 1 A01 01 JB code 422129979 Ana Llinares Llinares, Ana Ana Llinares Universidad Autónoma de Madrid, Spain 07 https://benjamins.com/catalog/persons/422129979 2 A01 01 JB code 160129980 Rachel Whittaker Whittaker, Rachel Rachel Whittaker Universidad Autónoma de Madrid, Spain 07 https://benjamins.com/catalog/persons/160129980 01 eng 30 00

This paper presents a comparative analysis of the language used by CLIL secondary school students of history and that of students following the same syllabus in their first language (Spanish). The data consists of spoken and written production: a whole-class end-of-topic summary session and short compositions by the same students on the same topic. Using a Systemic-Functional approach (Halliday 2004), we analyse a selection of features of the students’ language in the two contexts. We focus on their expression of content: processes, participants, circumstances and clause complexes (Halliday’s ideational function of language) and their use of modality (the interpersonal function). The results report differences between the two groups in the realization of the two functions.

01 01 JB code aals.7.08jar 06 10.1075/aals.7.08jar 145 168 24 Article 13 01 04 Language as a meaning making resource in learning and teaching content Language as a meaning making resource in learning and teaching content 01 04 Analysing historical writing in content and language integrated learning Analysing historical writing in content and language integrated learning 1 A01 01 JB code 520129981 Heini-Marja Järvinen Järvinen, Heini-Marja Heini-Marja Järvinen Turun yliopisto, Finland 07 https://benjamins.com/catalog/persons/520129981 01 eng 30 00

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.

01 01 JB code aals.7.09jex 06 10.1075/aals.7.09jex 169 190 22 Article 14 01 04 The CLIL differential The CLIL differential 01 04 Comparing the writing of CLIL and non-CLIL students in higher colleges of technology Comparing the writing of CLIL and non-CLIL students in higher colleges of technology 1 A01 01 JB code 9129982 Silvia Jexenflicker Jexenflicker, Silvia Silvia Jexenflicker FH Wiener Neustadt, Austria 07 https://benjamins.com/catalog/persons/9129982 2 A01 01 JB code 29129983 Christiane Dalton-Puffer Dalton-Puffer, Christiane Christiane Dalton-Puffer Universität Wien, Austria 07 https://benjamins.com/catalog/persons/29129983 01 eng 30 00

This chapter examines the effects of CLIL provision on different aspects of written language competence in order to determine which of these areas profit more and which are possibly unaffected by the experience of subject matter teaching in a foreign language. For this purpose we analysed the written work of students who followed either a traditional EFL curriculum or enjoyed additional CLIL provision. The data were obtained in a double case study at two higher technical colleges in Austria where students were asked to complete a free writing task. The bottom line of the analysis shows the CLIL students clearly ahead of their EFL-only peers on the basis of overall scores, but on closer inspection results tell a more complex story: in the area of lexico-grammar the CLIL students show significant advantages throughout, as they do in vocabulary range and orthographic correctness. On the level of discourse competence and textual organization, however, differences are difficult to discern with the general competence level in this area leaving a great deal of room for improvement. Several explanations for these results suggest themselves.

01 01 JB code aals.7.10rui 06 10.1075/aals.7.10rui 191 210 20 Article 15 01 04 Written production and CLIL Written production and CLIL 01 04 An empiricial study An empiricial study 1 A01 01 JB code 406129984 Yolanda Ruiz de Zarobe Ruiz de Zarobe, Yolanda Yolanda Ruiz de Zarobe Euskal Herriko Unibertsitatea, Spain 07 https://benjamins.com/catalog/persons/406129984 01 eng 30 00

This paper analyses the written competence attained by two groups of bilingual students that follow two different CLIL programmes, and another group enrolled in a traditional English as a Foreign language (EFL) programme. This study also analyses the longitudinal progression of these three groups to offer a more prolonged perspective on CLIL. Our results show the CLIL groups score better in relation to the five categories analysed in written production: content, organisation, vocabulary, language usage and mechanics, which suggests there is a positive relationship between the amount of exposure through English and written foreign language proficiency. Furthermore, the longitudinal evaluation of the results show that students enrolled on CLIL programmes outperform students on the EFL programmes, and this advantage increases with grade, confirming the effectiveness of the CLIL approach on written production outcomes. These results serve as evidence that CLIL can be more useful than traditional language teaching in promoting proficiency in the foreign language.

01 01 JB code aals.7.p3 06 10.1075/aals.7.p3 Section header 16 01 04 Part III. CLIL at the tertiary level Part III. CLIL at the tertiary level 01 eng 01 01 JB code aals.7.11daf 06 10.1075/aals.7.11daf 213 232 20 Article 17 01 04 Metadiscursive devices in university lectures Metadiscursive devices in university lectures 01 04 A contrastive analysis of L1 and L2 teacher performance A contrastive analysis of L1 and L2 teacher performance 1 A01 01 JB code 991129985 Emma Dafouz Dafouz, Emma Emma Dafouz Universidad Complutense de Madrid, Spain 07 https://benjamins.com/catalog/persons/991129985 2 A01 01 JB code 12129986 Begoña Núñez Perucha Núñez Perucha, Begoña Begoña Núñez Perucha Universidad Complutense de Madrid, Spain 07 https://benjamins.com/catalog/persons/12129986 01 eng 30 00

Drawing on Systemic Functional Linguistics, and especially, on the notions of genre (Martin, 1985; Eggins, 1994) and phase (Young 1990, 1994), the present paper pursues a two-fold objective: (i) to identify the type, function and linguistic realisation of the metadiscursive devices (MDs) used in the organisation of lectures; and (ii) to account for similarities and differences between the L1 and L2 and assess their implications for teacher training. The contrastive analysis of six lectures given by the same speakers in Spanish (L1) and English (L2) reveals differences regarding the types and realisations of MDs. Specifically, the Spanish data show more explicit signalling, a wider variety of stylistic choices, and a higher use of interaction devices and conclusion markers. These findings point to the need for precise language objectives (e.g. explicit focus on the role of MDs) in CLIL teacher education in university contexts.

01 01 JB code aals.7.12ole 06 10.1075/aals.7.12ole 233 258 26 Article 18 01 04 Language Matters Language Matters 01 04 Assessing lecture comprehension in Norwegian English-medium higher education Assessing lecture comprehension in Norwegian English-medium higher education 1 A01 01 JB code 389129987 Glenn Ole Hellekjær Hellekjær, Glenn Ole Glenn Ole Hellekjær Universitetet i Oslo, Norway 07 https://benjamins.com/catalog/persons/389129987 01 eng 30 00

The present study examines lecture comprehension in English-Medium (EM) courses, i.e. non-language subjects taught through English in higher education. It uses a questionnaire with self-assessment items for aspects of lecture comprehension in English and in the first language (L1). The sample comprises 391 respondents from three Norwegian institutions of higher education. Analysis shows that although the differences in comprehension scores between English and the L1 are not substantial, and the respondents experienced much the same difficulties in the L1 and English, a larger number of students have comprehension difficulties in the EM lectures. The main problems are difficulties distinguishing the meaning of words, unfamiliar vocabulary, and difficulties taking notes while listening to lectures. It concludes by arguing the need to take language difficulties seriously, through the use of effective lecturing behavior, and improving the lecturers’ as well as the students’ English proficiency.

01 01 JB code aals.7.13smi 06 10.1075/aals.7.13smi 259 278 20 Article 19 01 04 CLIL in an English as a lingua franca (ELF) classroom CLIL in an English as a lingua franca (ELF) classroom 01 04 On explaining terms and expressions interactively On explaining terms and expressions interactively 1 A01 01 JB code 189129988 Ute Smit Smit, Ute Ute Smit Universität Wien, Austria 07 https://benjamins.com/catalog/persons/189129988 01 eng 30 00

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.

01 01 JB code aals.7.14dal 06 10.1075/aals.7.14dal 279 292 14 Article 20 01 04 Language use and language learning in CLIL Language use and language learning in CLIL 01 04 Current findings and contentious issues Current findings and contentious issues 1 A01 01 JB code 597129989 Christiane Dalton-Puffer Dalton-Puffer, Christiane Christiane Dalton-Puffer Universität Wien, Austria 07 https://benjamins.com/catalog/persons/597129989 2 A01 01 JB code 729129990 Tarja Nikula Nikula, Tarja Tarja Nikula Jyväskylän yliopisto, Finland 07 https://benjamins.com/catalog/persons/729129990 3 A01 01 JB code 877129991 Ute Smit Smit, Ute Ute Smit Universität Wien, Austria 07 https://benjamins.com/catalog/persons/877129991 01 eng 01 01 JB code aals.7.21sub 06 10.1075/aals.7.21sub 293 295 3 Miscellaneous 21 01 04 Subject index Subject index 01 eng
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