Table of contents
Acknowledgements
Transcription conventions
1. Introduction
1.1 What CLIL is and why one should study it1
1.2 The relationship of language and content5
1.3 A constructivist and participatory understanding of learning7
1.4 Research questions and goals of this study9
2. The classroom as a discourse space
2.1 School lessons: The speech event18
2.2 Roles and scripts: Ritual aspects of classroom talk23
2.3 Classroom registers and activity types27
2.4 Whole class interaction and the IRF-cycle33
2.5 Classroom talk as conversation36
2.6 Speech acts and the management of interpersonal relations38
2.7 Genre aspects of classroom talk40
2.8 A multi-perspectival approach42
3. The study: Setting, methods, data
3.1 The sociolinguistic and institutional context of CLIL in Austria: A sketch45
3.2 Research concept48
3.3 Methodological reflections: The researcher and the field in qualitative classroom-based research57
4. Content teaching, meaning making and the construction of knowledge
4.1. Introduction66
4.2. Cornerstones in the analysis of knowledge construction67
4.3. Classroom practices75
4.4. Summary and conclusions90
5. Questions in the CLIL classroom
5.2. Typologies of classroom questions95
5.3. Quantitative overview of findings100
5.4. Classroom practices101
5.5 Questions and the handling of communication breakdowns119
5.6 Discussion of findings123
6. Academic language functions
6.1. Introduction127
6.2 Definition131
6.3 Explanation139
6.4 Hypothesizing and predicting159
6.5 Conclusions on academic speech functions169
7. Passages of politeness: Classroom directives
7.1. Introduction173
7.2. Conceptual background of the analysis175
7.3. Quantitative overview of the findings183
7.4. Classroom practices185
7.5. Discussion of findings197
8. Conversationalists in the classroom? Repair, feedback and correction
8.1. Introduction205
8.2. Conceptual framework208
8.3. Classroom practices221
8.4 The question of face-threat and other factors in repair realization243
8.5. Conclusions253
9. The CLIL classroom as a language learning environment
9.1 Introduction257
9.2. Theoretical approaches to second language learning258
9.3 Stakeholder notions of second language learning265
9.4 Theory mapped onto practice: communicative competence in the CLIL-lesson speech event277
10. Conclusions, implications and prospects
Notes
References
Index
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