Discourse in Content and Language Integrated Learning (CLIL) Classrooms

• Acknowledgements | pp. ix–x
• Transcription conventions | pp. xi–xii
• 1. Introduction | pp. 1–13
• 1.1 What CLIL is and why one should study it
• 1.2 The relationship of language and content
• 1.3 A constructivist and participatory understanding of learning
• 1.4 Research questions and goals of this study
• 2. The classroom as a discourse space | pp. 15–44
• 2.1 School lessons: The speech event
• 2.2 Roles and scripts: Ritual aspects of classroom talk
• 2.3 Classroom registers and activity types
• 2.4 Whole class interaction and the IRF-cycle
• 2.5 Classroom talk as conversation
• 2.6 Speech acts and the management of interpersonal relations
• 2.7 Genre aspects of classroom talk
• 2.8 A multi-perspectival approach
• 3. The study: Setting, methods, data | pp. 45–64
• 3.1 The sociolinguistic and institutional context of CLIL in Austria: A sketch
• 3.2 Research concept
• 3.3 Methodological reflections: The researcher and the field in qualitative classroom-based research
• 4. Content teaching, meaning making and the construction of knowledge | pp. 65–92
• 4.1. Introduction
• 4.2. Cornerstones in the analysis of knowledge construction
• 4.3. Classroom practices
• 4.4. Summary and conclusions
• 5. Questions in the CLIL classroom
• 5.2. Typologies of classroom questions
• 5.3. Quantitative overview of findings
• 5.4. Classroom practices
• 5.5 Questions and the handling of communication breakdowns
• 5.6 Discussion of findings
• 6. Academic language functions | pp. 127–171
• 6.1. Introduction
• 6.2 Definition
• 6.3 Explanation
• 6.4 Hypothesizing and predicting
• 6.5 Conclusions on academic speech functions
• 7. Passages of politeness: Classroom directives | pp. 173–204
• 7.1. Introduction
• 7.2. Conceptual background of the analysis
• 7.3. Quantitative overview of the findings
• 7.4. Classroom practices
• 7.5. Discussion of findings
• 8. Conversationalists in the classroom? Repair, feedback and correction | pp. 205–256
• 8.1. Introduction
• 8.2. Conceptual framework
• 8.3. Classroom practices
• 8.4 The question of face-threat and other factors in repair realization
• 8.5. Conclusions
• 9. The CLIL classroom as a language learning environment | pp. 257–292
• 9.1 Introduction
• 9.2. Theoretical approaches to second language learning
• 9.3 Stakeholder notions of second language learning
• 9.4 Theory mapped onto practice: communicative competence in the CLIL-lesson speech event
• 10. Conclusions, implications and prospects | pp. 293–297
• Notes | pp. 299–305
• Index | pp. 327–330

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This list is based on CrossRef data as of 28 july 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.