Discourse in Content and Language Integrated Learning (CLIL) Classrooms
| University of Vienna
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
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ix–x
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Transcription conventions
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xi–xii
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1. Introduction
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1–13
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1.1 What CLIL is and why one should study it
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1
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1.2 The relationship of language and content
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5
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1.3 A constructivist and participatory understanding of learning
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7
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1.4 Research questions and goals of this study
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9
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2. The classroom as a discourse space
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15–44
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2.1 School lessons: The speech event
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18
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2.2 Roles and scripts: Ritual aspects of classroom talk
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23
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2.3 Classroom registers and activity types
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27
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2.4 Whole class interaction and the IRF-cycle
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33
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2.5 Classroom talk as conversation
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36
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2.6 Speech acts and the management of interpersonal relations
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38
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2.7 Genre aspects of classroom talk
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40
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2.8 A multi-perspectival approach
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42
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3. The study: Setting, methods, data
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45–64
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3.1 The sociolinguistic and institutional context of CLIL in Austria: A sketch
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45
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3.2 Research concept
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48
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3.3 Methodological reflections: The researcher and the field in qualitative classroom-based research
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57
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4. Content teaching, meaning making and the construction of knowledge
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65–92
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4.1. Introduction
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66
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4.2. Cornerstones in the analysis of knowledge construction
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67
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4.3. Classroom practices
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75
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4.4. Summary and conclusions
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90
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5. Questions in the CLIL classroom
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93–126
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5.2. Typologies of classroom questions
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95
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5.3. Quantitative overview of findings
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100
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5.4. Classroom practices
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101
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5.5 Questions and the handling of communication breakdowns
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119
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5.6 Discussion of findings
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123
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6. Academic language functions
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127–171
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6.1. Introduction
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127
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6.2 Definition
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131
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6.3 Explanation
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139
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6.4 Hypothesizing and predicting
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159
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6.5 Conclusions on academic speech functions
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169
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7. Passages of politeness: Classroom directives
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173–204
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7.1. Introduction
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173
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7.2. Conceptual background of the analysis
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175
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7.3. Quantitative overview of the findings
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183
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7.4. Classroom practices
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185
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7.5. Discussion of findings
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197
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8. Conversationalists in the classroom? Repair, feedback and correction
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205–256
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8.1. Introduction
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205
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8.2. Conceptual framework
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208
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8.3. Classroom practices
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221
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8.4 The question of face-threat and other factors in repair realization
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243
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8.5. Conclusions
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253
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9. The CLIL classroom as a language learning environment
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257–292
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9.1 Introduction
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257
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9.2. Theoretical approaches to second language learning
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258
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9.3 Stakeholder notions of second language learning
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265
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9.4 Theory mapped onto practice: communicative competence in the CLIL-lesson speech event
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277
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10. Conclusions, implications and prospects
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293–297
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Notes
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299–305
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References
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307–326
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Index
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327–330
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“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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Subjects & Metadata
BIC Subject: CJA – Language teaching theory & methods
BISAC Subject: FOR000000 – FOREIGN LANGUAGE STUDY / General