Applied Linguistics Perspectives on CLIL
Ana Llinares | Autonomous University of Madrid
Tom Morton | Birkbeck, University of London
This book represents the first collection of studies on Content and Language Integrated Learning (CLIL) which brings together a range of perspectives through which CLIL has been investigated within Applied Linguistics. The book aims to show how the four perspectives of Second Language Acquisition (SLA), Systemic Functional Linguistics (SFL), Discourse Analysis, and Sociolinguistics highlight different important aspects of CLIL as a context for second language development. Each of the four sections in the book opens with an overview of one of the perspectives written by a leading scholar in the field, and is then followed by three empirical studies which focus on specific aspects of CLIL seen from this perspective. Topics covered include motivation, the use of tasks, pragmatic development, speech functions in spoken interaction, the use of evaluative language in expressing content knowledge in writing, multimodal interaction, assessment for learning, L1 use in the classroom, English-medium instruction in universities, and CLIL teachers’ professional identities.
[Language Learning & Language Teaching, 47] 2017. vi, 317 pp.
Publishing status: Available
© John Benjamins
Table of Contents
Introduction. Content and Language Integrated Learning (CLIL): Type of programme or pedagogical model?Tom Morton and Ana Llinares | pp. 1–16
Part I. Second Language Acquisition (SLA) perspectives
Introduction to part I: SLA perspectives on learning and teaching language through contentRoy Lyster | pp. 19–31
CLIL and SLA: Insights from an interactionist perspectiveMaría del Pilar García Mayo and María Basterrechea | pp. 33–50
Motivation, second language learning and CLILLiss Kerstin Sylvén | pp. 51–65
Investigating pragmatics in CLIL through students’ requestsNashwa Nashaat Sobhy | pp. 67–88
Part II. Systemic Functional Linguistics (SFL) perspectives
Introduction to part II: Systemic Functional Linguistics: A theory for integrating content-language learning (CLL)Caroline Coffin | pp. 91–103
Genre and appraisal in CLIL history texts: Developing the voice of the historianAnne McCabe and Rachel Whittaker | pp. 105–124
Speech function analysis to explore CLIL students’ spoken language for knowledge constructionAna Llinares and Tom Morton | pp. 125–144
Multi-semiotic resources providing maximal input in teaching science through EnglishGail Forey and John Polias | pp. 145–164
Part III. Discourse analysis perspectives
Introduction to part III: Discourse Analysis and CLILChristiane Dalton-Puffer | pp. 167–181
Classroom interactional competence in content and language integrated learningCristina Escobar Urmeneta and Steve Walsh | pp. 183–200
Multimodal conversation analysis and CLIL classroom practicesNatalia Evnitskaya and Teppo Jakonen | pp. 201–220
Assessment for learning in CLIL classroom discourse: The case of metacognitive questionsIrene Pascual and Rachel Basse | pp. 221–235
Part IV. Sociolinguistic perspectives
The target language, the sociolinguistic Introduction to part IV: The target language, the sociolinguistic and the educational context in CLIL programsJasone Cenoz | pp. 239–249
“I always speak English in my classes”: Reflections on the use of the L1/L2 in English-medium instructionDavid Lasagabaster | pp. 251–267
CLIL teachers’ professionalization: Between explicit knowledge and professional identityAndreas Bonnet and Stephan Breidbach | pp. 269–285
A sociolinguistic approach to the multifaceted Roles of English in English-medium education in multilingual university settingsEmma Dafouz and Ute Smit | pp. 287–306
Afterword. Emerging themes, future research directionsTarja Nikula | pp. 307–312
Cited by 23 other publications
Aguirregoitia Martinez, Amaia, Kepa Bengoetxea Kortazar & Itziar Gonzalez-Dios
2021. Are CLIL texts too complicated?. Journal of Immersion and Content-Based Language Education 9:1 ► pp. 4 ff.
Banegas, Dario Luis
Ferreira, Alfredo A. & Sandra Zappa-Hollman
2019. Disciplinary registers in a first-year program. Language, Context and Text. The Social Semiotics Forum 1:1 ► pp. 148 ff.
2017. Integrating content and foreign language learning. Journal of Immersion and Content-Based Language Education 5:1 ► pp. 4 ff.
Lo, Yuen Yi & Angel M.Y. Lin
2021. Teaching, learning and scaffolding in CLIL science classrooms. In Teaching, Learning and Scaffolding in CLIL Science Classrooms [Benjamins Current Topics, 115], ► pp. 1 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
Ramírez-Verdugo, M. Dolores & Alfonso García de la Vega
Tsuchiya, Keiko & María Dolores Pérez Murillo
Villabona, Nerea & Jasone Cenoz
Vázquez, Víctor Pavón, Nina Lancaster & Carmen Bretones Callejas
[no author supplied]
2023. EMI book alerts. Journal of English-Medium Instruction 2:1 ► pp. 101 ff.
This list is based on CrossRef data as of 4 march 2023. 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 & Metadata
BIC Subject: CJA – Language teaching theory & methods
BISAC Subject: LAN020000 – LANGUAGE ARTS & DISCIPLINES / Study & Teaching
U.S. Library of Congress Control Number: 2016045332 |