Discourse in Content and Language Integrated Learning (CLIL) Classrooms

| University of Vienna
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ISBN 9789027219794 | EUR 110.00 | USD 165.00
 
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ISBN 9789027219817 | EUR 36.00 | USD 54.00
 
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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
Table of Contents
Acknowledgements
ix–x
Transcription conventions
xi–xii
1. Introduction
1–13
1.1 What CLIL is and why one should study it
1
1.2 The relationship of language and content
5
1.3 A constructivist and participatory understanding of learning
7
1.4 Research questions and goals of this study
9
2. The classroom as a discourse space
15–44
2.1 School lessons: The speech event
18
2.2 Roles and scripts: Ritual aspects of classroom talk
23
2.3 Classroom registers and activity types
27
2.4 Whole class interaction and the IRF-cycle
33
2.5 Classroom talk as conversation
36
2.6 Speech acts and the management of interpersonal relations
38
2.7 Genre aspects of classroom talk
40
2.8 A multi-perspectival approach
42
3. The study: Setting, methods, data
45–64
3.1 The sociolinguistic and institutional context of CLIL in Austria: A sketch
45
3.2 Research concept
48
3.3 Methodological reflections: The researcher and the field in qualitative classroom-based research
57
4. Content teaching, meaning making and the construction of knowledge
65–92
4.1. Introduction
66
4.2. Cornerstones in the analysis of knowledge construction
67
4.3. Classroom practices
75
4.4. Summary and conclusions
90
5. Questions in the CLIL classroom
93–126
5.2. Typologies of classroom questions
95
5.3. Quantitative overview of findings
100
5.4. Classroom practices
101
5.5 Questions and the handling of communication breakdowns
119
5.6 Discussion of findings
123
6. Academic language functions
127–171
6.1. Introduction
127
6.2 Definition
131
6.3 Explanation
139
6.4 Hypothesizing and predicting
159
6.5 Conclusions on academic speech functions
169
7. Passages of politeness: Classroom directives
173–204
7.1. Introduction
173
7.2. Conceptual background of the analysis
175
7.3. Quantitative overview of the findings
183
7.4. Classroom practices
185
7.5. Discussion of findings
197
8. Conversationalists in the classroom? Repair, feedback and correction
205–256
8.1. Introduction
205
8.2. Conceptual framework
208
8.3. Classroom practices
221
8.4 The question of face-threat and other factors in repair realization
243
8.5. Conclusions
253
9. The CLIL classroom as a language learning environment
257–292
9.1 Introduction
257
9.2. Theoretical approaches to second language learning
258
9.3 Stakeholder notions of second language learning
265
9.4 Theory mapped onto practice: communicative competence in the CLIL-lesson speech event
277
10. Conclusions, implications and prospects
293–297
Notes
299–305
References
307–326
Index
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.”
“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. ”
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This list is based on CrossRef data as of 02 july 2020. 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
BIC Subject: CJA – Language teaching theory & methods
BISAC Subject: FOR000000 – FOREIGN LANGUAGE STUDY / General
U.S. Library of Congress Control Number:  2007025057