Applied Linguistics Perspectives on CLIL

Editors
| Autonomous University of Madrid
| Birkbeck, University of London
HardboundAvailable
ISBN 9789027213365 | EUR 99.00 | USD 149.00
 
PaperbackAvailable
ISBN 9789027213372 | EUR 36.00 | USD 54.00
 
e-Book
ISBN 9789027266101 | EUR 99.00/36.00*
| USD 149.00/54.00*
 
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
Table of Contents
Content and Language Integrated Learning (CLIL): Type of programme or pedagogical model?
Tom Morton and Ana Llinares
1–16
Introduction
Part I. Second Language Acquisition (SLA) perspectives
Introduction to part I: SLA perspectives on learning and teaching language through content
Roy Lyster
19–32
CLIL and SLA: Insights from an interactionist perspective
María del Pilar García Mayo and María Basterrechea
33–50
Motivation, second language learning and CLIL
Liss Kerstin Sylvén
51–65
Investigating pragmatics in CLIL through students’ requests
Nashwa Nashaat Sobhy
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
91–103
Genre and appraisal in CLIL history texts: Developing the voice of the historian
Anne McCabe and Rachel Whittaker
105–124
Speech function analysis to explore CLIL students’ spoken language for knowledge construction
Ana Llinares and Tom Morton
125–144
Multi-semiotic resources providing maximal input in teaching science through English
Gail Forey and John Polias
145–164
Part III. Discourse analysis perspectives
Introduction to part III: Discourse Analysis and CLIL
Christiane Dalton-Puffer
167–181
Classroom interactional competence in content and language integrated learning
Cristina Escobar Urmeneta and Steve Walsh
183–200
Multimodal conversation analysis and CLIL classroom practices
Natalia Evnitskaya and Teppo Jakonen
201–220
Assessment for learning in CLIL classroom discourse: The case of metacognitive questions
Irene Pascual and Rachel Basse
221–235
Part IV. Sociolinguistic perspectives
Introduction to part IV: The target language, the sociolinguistic and the educational context in CLIL programs
Jasone Cenoz
239–249
CLIL teachers’ professionalization: Between explicit knowledge and professional identity
Andreas Bonnet and Stephan Breidbach
269–285
“I always speak English in my classes”: Reflections on the use of the L1/L2 in English-medium instruction
David Lasagabaster
251–267
A sociolinguistic approach to the multifaceted Roles of English in English-medium education in multilingual university settings
Emma Dafouz and Ute Smit
287–306
Afterword
Emerging themes, future research directions
Tarja Nikula
307–312
Cited by

Cited by other publications

Banegas, Dario Luis
2020. Teacher Professional Development in Language-Driven CLIL: A Case Study. Latin American Journal of Content & Language Integrated Learning 12:2  pp. 242 ff. Crossref logo
Banegas, Darío Luis
2020. Teaching linguistics to low-level English language users in a teacher education programme: an action research study. The Language Learning Journal 48:2  pp. 148 ff. Crossref logo
Ferreira, Alfredo A. & Sandra Zappa-Hollman
2019. Disciplinary registers in a first-year program. Language, Context and Text 1:1  pp. 148 ff. Crossref logo
Lasagabaster, David
2017. Integrating content and foreign language learning. Journal of Immersion and Content-Based Language Education 5:1  pp. 4 ff. Crossref logo
Lo, Yuen Yi & Angel Lin
2019. Teaching, learning and scaffolding in CLIL science classrooms. Journal of Immersion and Content-Based Language Education 7:2  pp. 151 ff. Crossref logo
Nassaji, Hossein & Eva Kartchava
2019.  In The Cambridge Handbook of Language Learning,  pp. 597 ff. Crossref logo
Nikula, Tarja
2016.  In Second and Foreign Language Education,  pp. 1 ff. Crossref logo
Nikula, Tarja
2017.  In Second and Foreign Language Education,  pp. 111 ff. Crossref logo
Ramírez-Verdugo, M. Dolores & Alfonso García de la Vega
2018.  In Cross-Cultural Perspectives on Technology-Enhanced Language Learning [Advances in Educational Technologies and Instructional Design, ],  pp. 222 ff. Crossref logo
Tsuchiya, Keiko
2019.  In Content and Language Integrated Learning in Spanish and Japanese Contexts,  pp. 37 ff. Crossref logo
Tsuchiya, Keiko & María Dolores Pérez Murillo
2019.  In Content and Language Integrated Learning in Spanish and Japanese Contexts,  pp. 1 ff. Crossref logo
Tsuchiya, Keiko & María Dolores Pérez Murillo
2019.  In Content and Language Integrated Learning in Spanish and Japanese Contexts,  pp. 403 ff. Crossref logo
Vázquez, Víctor Pavón, Nina Lancaster & Carmen Bretones Callejas
2020. Keys issues in developing teachers’ competences for CLIL in Andalusia: training, mobility and coordination. The Language Learning Journal 48:1  pp. 81 ff. Crossref logo
Zappa-Hollman, Sandra
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. Crossref logo

This list is based on CrossRef data as of 15 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: LAN020000 – LANGUAGE ARTS & DISCIPLINES / Study & Teaching
U.S. Library of Congress Control Number:  2016045332