Discourse in Content and Language Integrated Learning (CLIL) Classrooms
The label CLIL stands for classrooms where a foreign language (English) is used as a medium of instruction in content subjects. This book provides a first in-depth analysis of the kind of communicative abilities which are embodied in such CLIL classrooms. It examines teacher and student talk at secondary school level from different discourse-analytic angles, taking into account the interpersonal pragmatics of classroom discourse and how school subjects are talked into being during lessons. The analysis shows how CLIL classroom interaction is strongly shaped by its institutional context, which in turn conditions the ways in which students experience, use and learn the target language. The research presented here suggests that CLIL programmes require more explicit language learning goals in order to fully exploit their potential for furthering the learners’ appropriation of a foreign language as a medium of learning.
[Language Learning & Language Teaching, 20] 2007. xii, 330 pp.
Publishing status: Available
© John Benjamins Publishing Company
Table of Contents
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Acknowledgements | pp. ix–x
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Transcription conventions | pp. xi–xii
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1. Introduction | pp. 1–13
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1.1 What CLIL is and why one should study it
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1.2 The relationship of language and content
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1.3 A constructivist and participatory understanding of learning
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1.4 Research questions and goals of this study
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2. The classroom as a discourse space | pp. 15–44
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2.1 School lessons: The speech event
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2.2 Roles and scripts: Ritual aspects of classroom talk
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2.3 Classroom registers and activity types
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2.4 Whole class interaction and the IRF-cycle
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2.5 Classroom talk as conversation
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2.6 Speech acts and the management of interpersonal relations
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2.7 Genre aspects of classroom talk
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2.8 A multi-perspectival approach
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3. The study: Setting, methods, data | pp. 45–64
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3.1 The sociolinguistic and institutional context of CLIL in Austria: A sketch
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3.2 Research concept
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3.3 Methodological reflections: The researcher and the field in qualitative classroom-based research
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4. Content teaching, meaning making and the construction of knowledge | pp. 65–92
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4.1. Introduction
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4.2. Cornerstones in the analysis of knowledge construction
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4.3. Classroom practices
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4.4. Summary and conclusions
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5. Questions in the CLIL classroom
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5.2. Typologies of classroom questions
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5.3. Quantitative overview of findings
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5.4. Classroom practices
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5.5 Questions and the handling of communication breakdowns
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5.6 Discussion of findings
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6. Academic language functions | pp. 127–171
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6.1. Introduction
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6.2 Definition
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6.3 Explanation
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6.4 Hypothesizing and predicting
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6.5 Conclusions on academic speech functions
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7. Passages of politeness: Classroom directives | pp. 173–204
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7.1. Introduction
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7.2. Conceptual background of the analysis
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7.3. Quantitative overview of the findings
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7.4. Classroom practices
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7.5. Discussion of findings
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8. Conversationalists in the classroom? Repair, feedback and correction | pp. 205–256
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8.1. Introduction
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8.2. Conceptual framework
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8.3. Classroom practices
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8.4 The question of face-threat and other factors in repair realization
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8.5. Conclusions
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9. The CLIL classroom as a language learning environment | pp. 257–292
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9.1 Introduction
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9.2. Theoretical approaches to second language learning
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9.3 Stakeholder notions of second language learning
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9.4 Theory mapped onto practice: communicative competence in the CLIL-lesson speech event
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10. Conclusions, implications and prospects | pp. 293–297
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Notes | pp. 299–305
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Index | pp. 327–330
“This book is an extremely rich and suggestive statement about the limitations and possibilities of the CLIL classroom as a space for language learning. As Dalton-Puffer rightly puts it, she has staked out the field for a whole research program for years to come (p. 297). Research into European CLIL classrooms has indeed only just begun, and Dalton-Puffer’s book is the most serious statement about what can be accomplished in them in terms of language learning yet published. As such, it should be required reading for those who are serious about the implementation of CLIL and other bilingual education experiences across a range of contexts.”
Tim Morton, in Intercultural Pragmatics 6-3 (2009)
“Content and language integrated learning has become a buzzword in today's language planning and policy making, especially in Europe. However, little empirical research has been conducted to support claims as to its actual differences from regular foreign language classrooms let alone its alleged effectiveness in teaching language, content or both. Dalton-Puffer's volume fills this gap in a very methodical and accessible way [...]. This book has a lot to offer to different audiences. For graduate students exploring different methodologies or those about to write up their research for publication it can serve as a model or inspiration. For practitioners of CLIL, EAP or ESP, it provides a window into how discourse is really performed in such settings. For the veteran applied linguist, its rich data and extensive citation record should make it a worthwhile reference material for comparison purposes and for locating resources. Dalton-Puffer's volume can be considered a key contribution to understanding CLIL classrooms and will hopefully impact further CLIL decision-making on European, national and institutional level, in research, administration and teaching. ”
Claudia Kunschak, Shantou University, on Linguist List 20.1930, 2009
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2020. Curriculum Integrated Language Teaching,
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Brooke, Mark
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2020. Teacher education and professional development for immersion and content-based instruction. In Teacher Development for Immersion and Content-Based Instruction [Benjamins Current Topics, 110], ► pp. 1 ff.
Campillo-Ferrer, José-María, Pedro Miralles-Martínez & Raquel Sánchez-Ibáñez
2020. CLIL teachers’ views on cognitive development in primary education. Palgrave Communications 6:1
Frances, Candice, Angela De Bruin & Jon Andoni Duñabeitia
2020. THE INFLUENCE OF EMOTIONAL AND FOREIGN LANGUAGE CONTEXT IN CONTENT LEARNING. Studies in Second Language Acquisition 42:4 ► pp. 891 ff.
Gabillon, Zehra
2020. Revisiting CLIL: Background, Pedagogy, and Theoretical Underpinnings. Contextes et didactiques :15
Gearon, Margaret & Russell Cross
2020. Plurilingualism in the Content and Language Integrated Classroom. In Curriculum Integrated Language Teaching, ► pp. 124 ff.
Ghezal, Said & Ameur Lahoual
2020. Enseignement du français dans les sections scientifiques et techniques universitaires en Algérie. EMILE serait-il une solution ?. Contextes et didactiques :15
Gotti, Maurizio
2020. Recent developments concerning the use of English for teaching and research purposes. Language Learning in Higher Education 10:2 ► pp. 287 ff.
Ioratim-Uba, Godwin
2020. The impact of an instruction to improve L2 learners’ academic conference abstract writing in multidisciplinary programmes. Language Learning in Higher Education 10:1 ► pp. 143 ff.
Kolesnikova, Nataliya & Yuliya Ridnaya
2020. Linguo-Didactic Aspect of Integrated Courses Design. In Integrating Engineering Education and Humanities for Global Intercultural Perspectives [Lecture Notes in Networks and Systems, 131], ► pp. 408 ff.
Leontjev, Dmitri & Mark deBoer
2020. Conceptualising Assessment and Learning in the CLIL Context. An Introduction. In Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms, ► pp. 1 ff.
Liu, Yiqi
2020. Translanguaging and trans-semiotizing as planned systematic scaffolding: examining feeling-meaning in CLIL classrooms. English Teaching & Learning 44:2 ► pp. 149 ff.
Nieto Moreno de Diezmas, Esther
2020. Literacy Development in L1 in Bilingual Education. In Handbook of Research on Bilingual and Intercultural Education [Advances in Educational Technologies and Instructional Design, ], ► pp. 383 ff.
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2022. Literacy Development in L1 in Bilingual Education. In Research Anthology on Bilingual and Multilingual Education, ► pp. 327 ff.
Sidorenko, Tatiana & Svetlana Rybushkina
2020. CLIL Pedagogy. In Examining Content and Language Integrated Learning (CLIL) Theories and Practices [Advances in Educational Technologies and Instructional Design, ], ► pp. 118 ff.
Sidorenko, Tatiana V., Yanah V. Rozanova & Olga B. Shamina
2020. CLIL: A Public Technical University Experience. In English for Specific Purposes Instruction and Research, ► pp. 289 ff.
Sánchez-García, Davinia
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Sánchez-García, Davinia
2020. Mapping lecturer questions and their pedagogical goals in Spanish- andEnglish-medium instruction. Journal of Immersion and Content-Based Language Education 8:1 ► pp. 28 ff.
Vu, Thi Thanh Nha
2020. Training English-Medium Teachers: Theoretical and Implementational Issues. In Higher Education in Market-Oriented Socialist Vietnam [International and Development Education, ], ► pp. 283 ff.
Whittaker, Rachel & Anne McCabe
2020. Chapter 13. Writing on history in a Content and Language Integrated Learning (CLIL) context. In Writing and Language Learning [Language Learning & Language Teaching, 56], ► pp. 309 ff.
Álvarez-Sotomayor, Alberto & Isabel Hidalgo-Clérico
2020. The Adventure of Raising Kids in Spanish and English as Non-Native Anglophone Families in Spain. In International Perspectives on Modern Developments in Early Childhood Education [Advances in Early Childhood and K-12 Education, ], ► pp. 117 ff.
Álvarez-Sotomayor, Alberto & Isabel Hidalgo-Clérico
2022. The Adventure of Raising Kids in Spanish and English as Non-Native Anglophone Families in Spain. In Research Anthology on Bilingual and Multilingual Education, ► pp. 1456 ff.
Aldrup, Marit
2019. ‘Well let me put it uhm the other way around maybe’: Managing students’ trouble displays in the CLIL classroom. Classroom Discourse 10:1 ► pp. 46 ff.
Basterrechea, María & Michael J. Leeser
2019. Language-related episodes and learner proficiency during collaborative dialogue in CLIL. Language Awareness 28:2 ► pp. 97 ff.
Fernández-Sanjurjo, Javier, Alberto Fernández-Costales & José Miguel Arias Blanco
2019. Analysing students’ content-learning in science in CLIL vs. non-CLIL programmes: empirical evidence from Spain. International Journal of Bilingual Education and Bilingualism 22:6 ► pp. 661 ff.
Gaisch, Martina, Victoria Rammer, Jan Gregor & Libuše Turinská
2019. Differences in the Perception of E-Learning Resources: A Cross-Cultural Analysis of Logistics Students in Austria and the Czech Republic. JOURNAL OF INTERNATIONAL BUSINESS RESEARCH AND MARKETING 5:1 ► pp. 13 ff.
Goris, JA, EJPG Denessen & LTW Verhoeven
2019. Effects of content and language integrated learning in Europe A systematic review of longitudinal experimental studies. European Educational Research Journal 18:6 ► pp. 675 ff.
Hashimoto, Kayoko & Gregory Paul Glasgow
2019. CLIL for Who? Commodification of English-Medium Courses in Japan’s Higher Education. In Multilingual Education Yearbook 2019 [Multilingual Education Yearbook, ], ► pp. 103 ff.
Hu, Guangwei & Yanfang Duan
2019. Questioning and responding in the classroom: a cross-disciplinary study of the effects of instructional mediums in academic subjects at a Chinese university. International Journal of Bilingual Education and Bilingualism 22:3 ► pp. 303 ff.
Hurajova, Anna
2019. Contribution of CLIL Methodology to the Development of Bilingualism and Bilingual Language Competence of Slovak Secondary-School Students. European Journal of Educational Research volume-8-2019:volume8-issue4.html ► pp. 905 ff.
Javorčíková, Jana & Anna Zelenková
2019. CLIL: Conceptual differences in teaching “realia” to philological and non-philological students. Journal of Language and Cultural Education 7:3 ► pp. 18 ff.
Jiang, Li, Lawrence Jun Zhang & Stephen May
2019. Implementing English-medium instruction (EMI) in China: teachers’ practices and perceptions, and students’ learning motivation and needs. International Journal of Bilingual Education and Bilingualism 22:2 ► pp. 107 ff.
Lan, Shu-Wen & Luciana C. de Oliveira
2019. English language learners’ participation in the discourse of a multilingual science classroom. International Journal of Science Education 41:9 ► pp. 1246 ff.
Lo, Yuen Yi & Angel M. Y. Lin
2019. Teaching, learning and scaffolding in CLIL science classrooms. Journal of Immersion and Content-Based Language Education 7:2 ► pp. 151 ff.
Nassaji, Hossein & Eva Kartchava
2019. Content-Based L2 Teaching. In The Cambridge Handbook of Language Learning, ► pp. 597 ff.
Nikula, Tarja & Pat Moore
2019. Exploring translanguaging in CLIL. International Journal of Bilingual Education and Bilingualism 22:2 ► pp. 237 ff.
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2019. Framing the Teaching of Pronunciation. In English Pronunciation Teaching and Research [Research and Practice in Applied Linguistics, ], ► pp. 119 ff.
Pfenninger, Simone E. & David Singleton
2019. Making the most of an early start to L2 instruction. Language Teaching for Young Learners 1:2 ► pp. 111 ff.
Pun, Jack & Ernesto Macaro
2019. The effect of first and second language use on question types in English medium instruction science classrooms in Hong Kong. International Journal of Bilingual Education and Bilingualism 22:1 ► pp. 64 ff.
Pérez Agustín, Mercedes
2019. Meeting CLIL teachers’ training and professional development needs. NABE Journal of Research and Practice 9:3-4 ► pp. 119 ff.
Querol-Julián, Mercedes & Blanca Arteaga-Martínez
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Tsuchiya, Keiko & María Dolores Pérez Murillo
2019. Introduction: CLIL in Spain and Japan. In Content and Language Integrated Learning in Spanish and Japanese Contexts, ► pp. 1 ff.
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2019. Effective questioning in CLIL classrooms: empowering thinking. ELT Journal 73:4 ► pp. 367 ff.
Yaremenko, N. V.
2019. Тhe essence of content and language integrated learning when teaching english to students of non-language faculties. Mìžnarodnij fìlologìčnij časopis 1:10 ► pp. 134 ff.
Álvarez, Carlos Fernando Dimeo
2019. Teach to Teach the Language. In Engaging Teacher Candidates and Language Learners With Authentic Practice [Advances in Higher Education and Professional Development, ], ► pp. 103 ff.
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Coyle, Do, Ana Halbach, Oliver Meyer & Kevin Schuck
2018. Knowledge ecology for conceptual growth: teachers as active agents in developing a pluriliteracies approach to teaching for learning (PTL). International Journal of Bilingual Education and Bilingualism 21:3 ► pp. 349 ff.
Dale, Liz, Ron Oostdam & Marjolijn Verspoor
2018. Searching for identity and focus: towards an analytical framework for language teachers in bilingual education. International Journal of Bilingual Education and Bilingualism 21:3 ► pp. 366 ff.
Annick De Houwer & Lourdes Ortega
2018. The Cambridge Handbook of Bilingualism,
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2018. Integrating Assessment in a CLIL-Based Approach for Second-Year University Students. Profile: Issues in Teachers´ Professional Development 20:2 ► pp. 111 ff.
García-Calvo, Santiago
2018. Asignaturas de Educación Física e Inglés. Enfoque constructivista vs enfoque tradicional en la educación bilingüe y no bilingüe. Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity 4:2 ► pp. 364 ff.
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Koro, Ruth
2018. Developing Learners’ Intercultural Understanding through a CLIL Approach. e-TEALS 9:s1 ► pp. 77 ff.
Kääntä, Leila & Gabriele Kasper
2018. Clarification requests as a method of pursuing understanding in CLIL physics lectures. Classroom Discourse 9:3 ► pp. 205 ff.
Li, Miao
2018. The effectiveness of a bilingual education program at a Chinese university: a case study of social science majors. International Journal of Bilingual Education and Bilingualism 21:8 ► pp. 897 ff.
Lialikhova, Dina
2018. Triggers and constraints of lower secondary students’ willingness to communicate orally in English in a CLIL setting in the Norwegian context. Journal of Immersion and Content-Based Language Education 6:1 ► pp. 27 ff.
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2018. A systematic review of English medium instruction in higher education. Language Teaching 51:1 ► pp. 36 ff.
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2018. Positive Learning and Pluriliteracies. In Positive Learning in the Age of Information, ► pp. 235 ff.
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2018. Teaching and learning science in linguistically diverse classrooms. Cultural Studies of Science Education 13:2 ► pp. 341 ff.
Pastrana, Amanda, Ana Llinares & Irene Pascual
2018. Students’ language use for co-construction of knowledge in CLIL group-work activities: a comparison with L1 settings. Zeitschrift für Erziehungswissenschaft 21:1 ► pp. 49 ff.
Tedick, Diane J. & Amy I. Young
2018. Two-way immersion students’ home languages, proficiency levels, and responses to form-focused instruction. International Journal of Bilingual Education and Bilingualism 21:3 ► pp. 303 ff.
van Kampen, Evelyn, Wilfried Admiraal & Amanda Berry
2018. Content and language integrated learning in the Netherlands: teachers’ self-reported pedagogical practices. International Journal of Bilingual Education and Bilingualism 21:2 ► pp. 222 ff.
Vraciu, Alexandra & Yolanda Capdevila Tomàs
2018. Focus on Form in Content-Based Instruction: in Primary School Arts and Crafts CLIL. e-TEALS 9:s1 ► pp. 41 ff.
Xiang, Catherine Hua & Darren Moon
2018. “Current Affairs in Mandarin”. In Cases on Audio-Visual Media in Language Education [Advances in Educational Technologies and Instructional Design, ], ► pp. 118 ff.
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2018. Collaborations between language and content university instructors: factors and indicators of positive partnerships. International Journal of Bilingual Education and Bilingualism 21:5 ► pp. 591 ff.
Benítez, Virginia Vinuesa & Xavier Gisbert Da Cruz
2017. Inmersión Lingüística Para Profesores Aicole. Un Enfoque Comunicativo Y Práctico. NABE Journal of Research and Practice 8:1 ► pp. 44 ff.
Bonnet, Andreas & Stephan Breidbach
2017. CLIL teachers’ professionalization. In Applied Linguistics Perspectives on CLIL [Language Learning & Language Teaching, 47], ► pp. 269 ff.
Escobar Urmeneta, Cristina & Steve Walsh
2017. Classroom interactional competence in content and language integrated learning. In Applied Linguistics Perspectives on CLIL [Language Learning & Language Teaching, 47], ► pp. 183 ff.
Forey, Gail & John Polias
2017. Multi-semiotic resources providing maximal input in teaching science through English. In Applied Linguistics Perspectives on CLIL [Language Learning & Language Teaching, 47], ► pp. 145 ff.
García Mayo, María del Pilar & María Basterrechea
2017. CLIL and SLA. In Applied Linguistics Perspectives on CLIL [Language Learning & Language Teaching, 47], ► pp. 33 ff.
Gleason, Jesse & Tammy Slater
2017. Patterns of tasks, patterns of talk: L2 literacy building in university Spanish classes. Language, Culture and Curriculum 30:2 ► pp. 129 ff.
Jiang, Anne Li & Lawrence Jun Zhang
2017. ESP/EAP Through English-Medium Instruction: Teachers’ Perceptions and Practices. In Innovation in Language Learning and Teaching, ► pp. 173 ff.
Kern, Gudrum
2017. Abriendo una ventana al mundo: aprendizaje basado en contenidos, capital cultural y pedagogía crítica en un programa de licenciatura en lengua inglesa. Matices en Lenguas Extranjeras :11 ► pp. 154 ff.
Ludovico, Luca A. & Claudia Zambelli
2017. Web-Based Frameworks for CLIL in Primary School: Design, Implementation, Pilot Experimentation and Results. In Computers Supported Education [Communications in Computer and Information Science, 739], ► pp. 139 ff.
Lyster, Roy
2017. Introduction to part I. In Applied Linguistics Perspectives on CLIL [Language Learning & Language Teaching, 47], ► pp. 19 ff.
Léon-Henri, Dana Di Pardo & Bhawana Jain
2017. Role Play: A Practical Way to Teach Intercultural Communication. Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT :Vol.36 N°2
Martín del Pozo, María Ángeles
2017. Training teachers for English Medium Instruction: lessons from research on second language listening comprehension. Revista de Lingüística y Lenguas Aplicadas 12:1 ► pp. 55 ff.
Morton, Tom & Ana Llinares
2017. Content and Language Integrated Learning (CLIL). In Applied Linguistics Perspectives on CLIL [Language Learning & Language Teaching, 47], ► pp. 1 ff.
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2017. Balancing content and language in CLIL. Journal of Immersion and Content-Based Language Education 5:1 ► pp. 58 ff.
Otwinowska, Agnieszka & Małgorzata Foryś
2017. They learn the CLIL way, but do they like it? Affectivity and cognition in upper-primary CLIL classes. International Journal of Bilingual Education and Bilingualism 20:5 ► pp. 457 ff.
Parashchuk, Valentyna
2017. QUESTIONING STRATEGY AS PART OF EFL TEACHER KNOWLEDGE AND EXPERTISE. Advanced Education :7 ► pp. 90 ff.
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2017. Assessment for learning in CLIL classroom discourse. In Applied Linguistics Perspectives on CLIL [Language Learning & Language Teaching, 47], ► pp. 221 ff.
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2017. The effects of CLIL on oral comprehension and production: a longitudinal case study. Language, Culture and Curriculum 30:3 ► pp. 300 ff.
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2017. Processing Science Through Content and Language Integrated Learning (CLIL): A Teacher’s Practicum. In Science Teacher Preparation in Content-Based Second Language Acquisition [ASTE Series in Science Education, ], ► pp. 305 ff.
Roussel, Stéphanie & André Tricot
2017. Emile/CLIL, EMI vs TCC : des espaces de recherche si proches et si lointains. Alsic :Vol. 20, n° 3
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Valdés-Sánchez, Laura & Mariona Espinet
2017. Analyzing Teachers’ Discursive Participation in Co-taught Science-and-English CLIL Classrooms. In Cognitive and Affective Aspects in Science Education Research [Contributions from Science Education Research, 3], ► pp. 219 ff.
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2017. Tuning university undergraduates for high mobility and employability under the content and language integrated learning approach. International Journal of Bilingual Education and Bilingualism 20:6 ► pp. 607 ff.
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2016. Vocabulary growth in young CLIL and traditional EFL learners: evidence from research and implications for education. International Journal of Applied Linguistics 26:2 ► pp. 211 ff.
Ball, Phil
2016. Using language(s) to develop subject competences in CLIL-based practice. Pulso. Revista de educación :39 ► pp. 15 ff.
Cross, Russell
2016. Language and content ‘integration’: the affordances of additional languages as a tool within a single curriculum space. Journal of Curriculum Studies 48:3 ► pp. 388 ff.
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2016. A New Perspective on Integrating Physical Education and Language Learning. In Peer Interactions in New Content and Language Integrated Settings [Educational Linguistics, 24], ► pp. 37 ff.
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2016. Investigating Peer Interactions in CLIL Contexts. In Peer Interactions in New Content and Language Integrated Settings [Educational Linguistics, 24], ► pp. 107 ff.
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2016. Learners Helping Learners: Peer Scaffolding. In Peer Interactions in New Content and Language Integrated Settings [Educational Linguistics, 24], ► pp. 147 ff.
Devos, Nathan J.
2016. Exploring Social Interaction as a Resource in CLIL. In Peer Interactions in New Content and Language Integrated Settings [Educational Linguistics, 24], ► pp. 61 ff.
Devos, Nathan J.
2016. Learners Practicing and Playing with the Foreign Language. In Peer Interactions in New Content and Language Integrated Settings [Educational Linguistics, 24], ► pp. 187 ff.
Devos, Nathan J.
2016. Identifying Foreign Language Use in Peer Interactions. In Peer Interactions in New Content and Language Integrated Settings [Educational Linguistics, 24], ► pp. 127 ff.
Heller, Vivien
2016. Meanings at hand: Coordinating semiotic resources in explaining mathematical terms in classroom discourse. Classroom Discourse 7:3 ► pp. 253 ff.
Jawhar, Sabria Salama
2016. Small but Multi-Functional: Response Tokens in Content Language Integrated Learning Interaction. SSRN Electronic Journal
Kääntä, Leila, Gabriele Kasper & Arja Piirainen-Marsh
2016. Explaining Hooke’s Law: Definitional Practices in a CLIL Physics Classroom. Applied Linguistics ► pp. amw025 ff.
Lin, Angel M. Y.
2016. Directions for Future Research and the Way Forward. In Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts, ► pp. 173 ff.
Nikula, Tarja
2016. CLIL: A European Approach to Bilingual Education. In Second and Foreign Language Education, ► pp. 1 ff.
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2017. CLIL: A European Approach to Bilingual Education. In Second and Foreign Language Education, ► pp. 111 ff.
Paulsrud, BethAnne Yoxsimer
2016. English-medium instruction in Sweden. Journal of Immersion and Content-Based Language Education 4:1 ► pp. 108 ff.
Pladevall‐Ballester, Elisabet
2016. CLIL subject selection and young learners’ listening and reading comprehension skills. International Journal of Applied Linguistics 26:1 ► pp. 52 ff.
Roquet, Helena, Jaume Llopis & Carmen Pérez-Vidal
2016. Does gender have an impact on the potential benefits learners may achieve in two contexts compared: formal instruction and formal instruction + content and language integrated learning?. International Journal of Bilingual Education and Bilingualism 19:4 ► pp. 370 ff.
Skorczynska, Hanna, Milagros del Saz Rubio & María Luisa Carrió-Pastor
2016. Second Language Teaching and Technology. An Overview. In Technology Implementation in Second Language Teaching and Translation Studies [New Frontiers in Translation Studies, ], ► pp. 13 ff.
Soler, David, Maria González-Davies & Anna Iñesta
2016. What makes CLIL leadership effective? A case study. ELT Journal ► pp. ccw093 ff.
Stoller, Fredricka L. & Shannon Fitzsimmons-Doolan
2016. Content-Based Instruction. In Second and Foreign Language Education, ► pp. 1 ff.
Stoller, Fredricka L. & Shannon Fitzsimmons-Doolan
2017. Content-Based Instruction. In Second and Foreign Language Education, ► pp. 71 ff.
Tsuchiya, Keiko
2016. Focusing on Content or Language?: Comparing Paired Conversations in CLIL and EFL Classrooms, Using a Corpus. In Yearbook of Corpus Linguistics and Pragmatics 2016 [Yearbook of Corpus Linguistics and Pragmatics, ], ► pp. 179 ff.
Tsuchiya, Keiko
2019. CLIL and Language Education in Japan. In Content and Language Integrated Learning in Spanish and Japanese Contexts, ► pp. 37 ff.
Walenta, Magdalena
2016. Reconciling SLA Theories with Classroom Practice: Designing a Principled Eclectic Bridge. In Classroom-Oriented Research [Second Language Learning and Teaching, ], ► pp. 243 ff.
Walenta, Magdalena
2018. Balancing linguistic and extra-linguistic gains in CLIL: a case for content-based structured input. International Journal of Bilingual Education and Bilingualism 21:5 ► pp. 578 ff.
Adamson, John & David Coulson
2015. Translanguaging in English academic writing preparation. International Journal of Pedagogies and Learning 10:1 ► pp. 24 ff.
Barwell, Richard
2015. Commentary on Berger Dissertation Summary. Journal of Immersion and Content-Based Language Education 3:2 ► pp. 314 ff.
Basterrechea, María
2015. Pushed output in a multi-stage dictogloss task. ITL - International Journal of Applied Linguistics 166:2 ► pp. 307 ff.
Blanc, Nathalie & Peter Griggs
2015. Tracer la procéduralisation dans le contexte interactionnel et multimodal d’une classe d’immersion. Recherches en didactique des langues et des cultures 12:3
Brudermann, Cédric & Nicole Poteaux
2015. Langues pour étudiants spécialistes d’autres disciplines : de l’amphithéâtre à l’autonomie d’apprentissage. Distances et médiations des savoirs 3:9
Cenoz, Jasone
2015. Content-based instruction and content and language integrated learning: the same or different?. Language, Culture and Curriculum 28:1 ► pp. 8 ff.
Cenoz, Jasone
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Cenoz, Jasone & Yolanda Ruiz de Zarobe
2015. Learning through a second or additional language: content-based instruction and CLIL in the twenty-first century. Language, Culture and Curriculum 28:1 ► pp. 1 ff.
Dooly, Melinda & Dolors Masats
2015. A critical appraisal of foreign language research in content and language integrated learning, young language learners, and technology-enhanced language learning published in Spain (2003–2012). Language Teaching 48:3 ► pp. 343 ff.
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Hlatshwayo, A.
2015. The Effectiveness of Tutor Questions in University Tutorials: A Case Study. Journal of Social Sciences 45:2 ► pp. 140 ff.
Jakonen, Teppo & Tom Morton
2015. Epistemic Search Sequences in Peer Interaction in a Content-based Language Classroom. Applied Linguistics 36:1 ► pp. 73 ff.
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2015. Learning English and Learning Through English: Insights from Secondary Education. In Content-based Language Learning in Multilingual Educational Environments [Educational Linguistics, 23], ► pp. 105 ff.
Juan-Garau, Maria & Joana Salazar-Noguera
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Keßler, Jörg-U. & Götz Schwab
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Kontio, Janne & Ann-Carita Evaldsson
2015. ‘Last year we used to call it a man's hammer’: (un)doing masculinity in everyday use of working tools within vocational education. NORMA 10:1 ► pp. 20 ff.
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Lim Falk, Maria
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2015. A genre approach to the effect of academic questions on CLIL students’ language production. Language and Education 29:1 ► pp. 15 ff.
Lo, Yuen Yi & Ernesto Macaro
2015. Getting used to content and language integrated learning: what can classroom interaction reveal?. The Language Learning Journal 43:3 ► pp. 239 ff.
Moore, Pat & Francisco Lorenzo
2015. Task-based learning and content and language integrated learning materials design: process and product. The Language Learning Journal 43:3 ► pp. 334 ff.
Morton, Tom
2015. Vocabulary explanations in CLIL classrooms: a conversation analysis perspective. The Language Learning Journal 43:3 ► pp. 256 ff.
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2015. Languages for All in Education: CLIL and ICLHE at the Crossroads of Multilingualism, Mobility and Internationalisation. In Content-based Language Learning in Multilingual Educational Environments [Educational Linguistics, 23], ► pp. 31 ff.
Pérez-Vidal, Carmen & Helena Roquet
2015. CLIL in Context: Profiling Language Abilities. In Content-based Language Learning in Multilingual Educational Environments [Educational Linguistics, 23], ► pp. 237 ff.
Roquet, Helena & Carmen Pérez-Vidal
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 & Do Coyle
2015. Towards new learning partnerships in bilingual educational contexts – raisinglearner awarenessand creating conditions forreciprocityandpedagogic attention. International Journal of Multilingualism 12:4 ► pp. 471 ff.
Tavares, Nicole Judith
2015. How strategic use of L1 in an L2-medium mathematics classroom facilitates L2 interaction and comprehension. International Journal of Bilingual Education and Bilingualism 18:3 ► pp. 319 ff.
Aguilar, Marta & Carmen Muñoz
2014. The effect of proficiency on CLIL benefits in Engineering students in Spain. International Journal of Applied Linguistics 24:1 ► pp. 1 ff.
Baecher, Laura, Tim Farnsworth & Anne Ediger
2014. The challenges of planning language objectives in content-based ESL instruction. Language Teaching Research 18:1 ► pp. 118 ff.
Escobar Urmeneta, Cristina & Natalia Evnitskaya
2014. ‘Do you know Actimel?’ The adaptive nature of dialogic teacher-led discussions in the CLIL science classroom: a case study. The Language Learning Journal 42:2 ► pp. 165 ff.
Fernández Fontecha, Almudena
2014. Receptive vocabulary knowledge and motivation in CLIL and EFL. Revista de Lingüística y Lenguas Aplicadas 9:1 ► pp. 23 ff.
Gablasova, Dana
2014. Learning and Retaining Specialized Vocabulary From Textbook Reading: Comparison of Learning Outcomes Through L1 and L2. The Modern Language Journal 98:4 ► pp. 976 ff.
Gablasova, Dana
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.
Koopman, Gerrit Jan, Jason Skeet & Rick de Graaff
2014. Exploring content teachers' knowledge of language pedagogy: a report on a small-scale research project in a Dutch CLIL context. The Language Learning Journal 42:2 ► pp. 123 ff.
Llinares, Ana & Roy Lyster
2014. The influence of context on patterns of corrective feedback and learner uptake: a comparison of CLIL and immersion classrooms. The Language Learning Journal 42:2 ► pp. 181 ff.
Lo, Yuen Yi
2014. L2 learning opportunities in different academic subjects in content-based instruction – evidence in favour of ‘conventional wisdom’. Language and Education 28:2 ► pp. 141 ff.
Lo, Yuen Yi
2019. Development of the beliefs and language awareness of content subject teachers in CLIL: does professional development help?. International Journal of Bilingual Education and Bilingualism 22:7 ► pp. 818 ff.
Lo, Yuen Yi
2020. An Empirical Study on Professional Development Programmes for CLIL Teachers. In Professional Development of CLIL Teachers, ► pp. 113 ff.
Lo, Yuen Yi
2020. Introduction. In Professional Development of CLIL Teachers, ► pp. 3 ff.
Lorenzo, Francisco
2014. Motivation meets bilingual models. In Motivation and Foreign Language Learning [Language Learning & Language Teaching, 40], ► pp. 139 ff.
Lyster, Roy & Diane J. Tedick
2014. Research perspectives on immersion pedagogy. Journal of Immersion and Content-Based Language Education 2:2 ► pp. 210 ff.
Nikula, Tarja & Karita Mård-Miettinen
Rimbaud, Yann, Tom McEwan, Alistair Lawson & Sandra Cairncross
2014. 2014 IEEE Frontiers in Education Conference (FIE) Proceedings, ► pp. 1 ff.
Rolin-Ianziti, Jeanne
2014. The Conversational Outcomes of Task Implementation. Open Journal of Modern Linguistics 04:01 ► pp. 100 ff.
Troyan, Francis John
2014. Preparing Teachers for Plurilingualism through Language Awareness. Tréma :42 ► pp. 86 ff.
Banegas, Darío Luis
2013. The Integration of Content and Language as a Driving Force in the EFL Lesson. In International Perspectives on Motivation, ► pp. 82 ff.
Czura, Anna & Katarzyna Papaja
2013. Curricular models of CLIL education in Poland. International Journal of Bilingual Education and Bilingualism 16:3 ► pp. 321 ff.
Dafouz, Emma & Abbie Hibler
2013. ‘Zip your lips’ or ‘Keep quiet’: Main teachers' and language assistants' classroom discourse in CLIL settings. The Modern Language Journal 97:3 ► pp. 655 ff.
Dalton-Puffer, Christiane & Ute Smit
2013. Content and Language Integrated Learning: A research agenda. Language Teaching 46:4 ► pp. 545 ff.
de Zarobe, Yolanda Ruiz
2013. CLIL implementation: from policy-makers to individual initiatives. International Journal of Bilingual Education and Bilingualism 16:3 ► pp. 231 ff.
Grandinetti, Maria, Margherita Langellotti & Y.L. Teresa Ting
2013. How CLIL can provide a pragmatic means to renovate science education – even in a sub-optimally bilingual context. International Journal of Bilingual Education and Bilingualism 16:3 ► pp. 354 ff.
Hüttner, Julia, Christiane Dalton-Puffer & Ute Smit
2013. The power of beliefs: lay theories and their influence on the implementation of CLIL programmes. International Journal of Bilingual Education and Bilingualism 16:3 ► pp. 267 ff.
Martín del Pozo, Mª Ángeles
2013. Formación del profesorado universitario para la docencia en inglés. REDU. Revista de Docencia Universitaria 11:3 ► pp. 197 ff.
Rodrigues, Christine & Ciara R. Wigham
2013. L’aide linguistique dans l’approche de l’EMILE : pour un équilibre entre compétences langagières et disciplinaires. Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT :Vol. XXXII N° 3 ► pp. 80 ff.
Valeo, Antonella
2013. Language awareness in a content-based language programme. Language Awareness 22:2 ► pp. 126 ff.
Aguilar, Marta & Rosa Rodríguez
2012. Lecturer and student perceptions on CLIL at a Spanish university. International Journal of Bilingual Education and Bilingualism 15:2 ► pp. 183 ff.
De Korne, Haley
2012. Towards new ideologies and pedagogies of multilingualism: innovations in interdisciplinary language education in Luxembourg. Language and Education 26:6 ► pp. 479 ff.
Gieve, Simon & Sonia Cunico
2012. Language and content in the modern foreign languages degree: a students' perspective. The Language Learning Journal 40:3 ► pp. 273 ff.
Hall, Graham & Guy Cook
2012. Own-language use in language teaching and learning. Language Teaching 45:3 ► pp. 271 ff.
Liebenberg, Elsa
2012. Using Images as an Effective Tool to Facilitate Teaching Legal Concepts. Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT :Vol. XXXI N° 1 ► pp. 44 ff.
Lyster, Roy & Fred Genesee
2012. Immersion Education. In The Encyclopedia of Applied Linguistics,
Marsh, David & María Jesús Frigols Martín
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Martel, Jason
2012. Looking Across Contexts in Foreign Language Student Teacher Supervision: A Self-Study. The New Educator 8:3 ► pp. 243 ff.
Skulstad, Aud Solbjørg
2012. Trender i postmetodenes tidsalder i engelsk fagdidaktikk. Norsk pedagogisk tidsskrift 96:4 ► pp. 317 ff.
Spada, Nina
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Spada, Nina
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Tedick, Diane J. & Laurent Cammarata
2012. Content and Language Integration in K–12 Contexts: Student Outcomes, Teacher Practices, and Stakeholder Perspectives. Foreign Language Annals 45:s1
Dalton-Puffer, Christiane
2011. Content-and-Language Integrated Learning: From Practice to Principles?. Annual Review of Applied Linguistics 31 ► pp. 182 ff.
Dalton‐Puffer, Christiane
2023. CLIL as a Pedagogical Approach. In The Encyclopedia of Applied Linguistics, ► pp. 1 ff.
Dalton-Puffer, Christiane, Renate Faistauer & Eva Vetter
2011. Research on language teaching and learning in Austria (2004–2009). Language Teaching 44:2 ► pp. 181 ff.
Evnitskaya, Natalia & Tom Morton
2011. Knowledge construction, meaning-making and interaction in CLIL science classroom communities of practice. Language and Education 25:2 ► pp. 109 ff.
García, Ana Llinares
2011. Content and Foreign Language Integrated Learning. Contributions to Multilingualism in European Contexts – Edited by Y. Ruiz de Zarobe, J. M. Sierra and F. Gallardo del Puerto. International Journal of Applied Linguistics 21:3 ► pp. 416 ff.
Kong, Stella & Philip Hoare
2011. Cognitive content engagement in content-based language teaching. Language Teaching Research 15:3 ► pp. 307 ff.
Lyster, Roy & Susan Ballinger
2011. Content-based language teaching: Convergent concerns across divergent contexts. Language Teaching Research 15:3 ► pp. 279 ff.
Moore, Pat
2011. Collaborative interaction in turn-taking: a comparative study of European bilingual (CLIL) and mainstream (MS) foreign language learners in early secondary education. International Journal of Bilingual Education and Bilingualism 14:5 ► pp. 531 ff.
Parkinson, Jean, Suria Baba & James Mackay
2011. Language support for learning a second language: What can the Malaysian example offer South Africa?. Language Matters 42:1 ► pp. 69 ff.
Purser, Emily
2011. Developing Academic Literacy in Context: Trends in Australia. In Writing in the Disciplines, ► pp. 30 ff.
Whittaker, Rachel, Ana Llinares & Anne McCabe
2011. Written discourse development in CLIL at secondary school. Language Teaching Research 15:3 ► pp. 343 ff.
Hoare, Philip
2010. Content-based language teaching in China: contextual influences on implementation. Journal of Multilingual and Multicultural Development 31:1 ► pp. 69 ff.
Llinares, Ana & Tom Morton
2010. Historical explanations as situated practice in content and language integrated learning. Classroom Discourse 1:1 ► pp. 46 ff.
Llinares, Ana & Tom Morton
2017. Speech function analysis to explore CLIL students’ spoken language for knowledge construction. In Applied Linguistics Perspectives on CLIL [Language Learning & Language Teaching, 47], ► pp. 125 ff.
Meyer, Oliver
2010. Towards quality CLIL: successful planning and teaching strategies. Pulso. Revista de educación :33 ► pp. 11 ff.
Röhner, Charlotte, Meng Li & Britta Hövelbrinks
2010. Fragestrategien im fachbezogenen Sprachförderunterricht. In Zwischen Fachdidaktik und Stufendidaktik, ► pp. 89 ff.
Surkamp, Carola
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Kong, Stella
2009. Content-Based Instruction: What Can We Learn from Content-Trained Teachers’ and Language-Trained Teachers’ Pedagogies?. The Canadian Modern Language Review 66:2 ► pp. 233 ff.
Kong, Stella
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Kong, Stella
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Lyster, Roy, Laura Collins & Susan Ballinger
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Smit, Ute
2008. The AILA Research Network – CLIL and Immersion Classrooms: Applied Linguistic Perspectives. Language Teaching 41:2 ► pp. 295 ff.
[no author supplied]
2008. Publications Received. Language Teaching 41:2 ► pp. 311 ff.
[no author supplied]
[no author supplied]
[no author supplied]
2023. English for Academic Purposes (EAP): New frontiers in learning to write in English. EuroAmerican Journal of Applied Linguistics and Languages 10:2 ► pp. 1 ff.
[no author supplied]
This list is based on CrossRef data as of 24 october 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.
Subjects
Main BIC Subject
CJA: Language teaching theory & methods
Main BISAC Subject
FOR000000: FOREIGN LANGUAGE STUDY / General