Article published in:
Journal of Immersion and Content-Based Language EducationVol. 1:1 (2013) ► pp. 70–100
CLIL classroom discourse
Research from Europe
Tarja Nikula | University of Jyväskylä
Christiane Dalton-Puffer | Universität Wien
Ana Llinares García | Universidad Autónoma de Madrid
Under the label of Content and Language Integrated Learning (CLIL) the teaching of curriculum subjects through the medium of a foreign language has become a widely accepted feature in mainstream education systems in Europe and other parts of the world. After contextualizing its subject matter in CLIL research as a whole, this article focuses on research into classroom discourse. In order to unravel the complexities involved, three different takes on CLIL classroom discourse are discussed as an evidence-base for (a) language learning, (b) language use and social-interactional aspects of L2-interaction, and (c) processes of knowledge construction in and through a second or foreign language. The article concludes with an outline of requirements for further research in the area.
Keywords: Content and language integrated learning, language learning, classroom discourse, second language interaction, CLIL, knowledge construction processes
Published online: 08 March 2013
https://doi.org/10.1075/jicb.1.1.04nik
https://doi.org/10.1075/jicb.1.1.04nik
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