Article published in:
Applied Linguistics Perspectives on CLIL
Edited by Ana Llinares and Tom Morton
[Language Learning & Language Teaching 47] 2017
► pp. 145164


Bonnet, A.
(2012) Towards an evidence base for CLIL: How to integrate qualitative and quantitative as well as process, product and participant perspectives in CLIL research. International CLIL Research Journal, 1(4), 66–78.
Byrnes, H.
(2013) Positioning writing as meaning-making in writing research: An introduction. Journal of Second Language Writing, 22(2), 95–106. Crossref link
Christie, F.
(2005) Language education in the primary years. Sydney: University of New South Wales Press.
Christie, F., & Martin, J.R.
(Eds.) (1997) Genre and institutions: Social processes in the workplace and school. London: Cassell.
Coffin, C.
(2006) Historical discourse: The language of time, cause and evaluation. London: Continuum.
Coffin, C., & Derewianka, B.
(2008) Multimodal layout in school history books: The texturing of historical interpretation. In G. Thompson & G. Forey (Eds.), Text type and texture: Functional linguistics (pp. 191–215). London: Equinox.
Dalton-Puffer, C.
(2007) Discourse in Content and Language Integrated Learning (CLIL) classrooms. Amsterdam: John Benjamins. Crossref link
(2013) A construct of cognitive discourse functions for conceptualising content-language integration in CLIL and multilingual education. European Journal of Applied Linguistics, 1(2), 1–38.Crossref link
Darling-Hammond, L., Wei, R.C., Andree, A., Richardson, N., & Orphanos, S.
(2009) Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Stanford, CA: National Staff Development Council, Stanford University. http://​learningforward​.org​/docs​/pdf​/nsdcstudy2009​.pdf.
Disadvantaged Schools Program
(1996) Write it Right project. Sydney: New South Wales Department of Education.
Evans, S.
(2013) The long march to biliteracy and trilingualism: Language policy in Hong Kong education since the handover. Annual Review of Applied Linguistics, 33, 302–324. Crossref link
Gebhard, M., & Harman, R.
(2011) Reconsidering genre theory in K-12 schools: A response to school reforms in the United States. Journal of Second Language Writing, 20(1), 45–55. Crossref link
Gebhard, M., Harman, R., & Seger, W.
(2007) Reclaiming recess in urban schools: The potential of systemic functional linguistics for ELLs and their teachers. Language Arts, 84(5), 419–430.
Halliday, M. A. K.
(1967) Linguistics and the teaching of English. Reprinted in J. J. Webster (Ed.) 2007 Language and education, Vol. 9 in the Collected Works of M. A .K. Halliday (pp. 25–34). London: Continuum.
Halliday, M. A. K., & Greaves, W.
(2008) Intonation in the grammar of English. London: Equinox.
Halliday, M. A. K., & Martin, J. R.
(Eds.) (1993) Writing science: Literacy and discursive power. London: Falmer.
Halliday, M. A. K., & Matthiessen, C. M. I. M.
(2014) An introduction to functional grammar (4th ed.). London: Edward Arnold.
Hammond, J.
(2012) Hope and challenge in The Australian Curriculum: Implications for EAL students and their teachers. Australian Journal of Language and Literacy, 35(2), 224–241.
Hattie, J.
(2003) Teachers make a difference. What is the research evidence? Paper presented at the Australian Council for Educational Research Annual Conference on Building Teacher Quality. Melbourne, Australia.
(2006) Cross-age tutoring and the reading together program. Studies in Educational Evaluation, 32(2), 100–124. Crossref link
Hubber, P., Tytler, R., & Haslam, F.
(2010) Teaching and learning about force with a representational focus: Pedagogy and teacher change. Research in Science Education, 40(1), 5–28. Crossref link
Jaipal, K.
(2010) Meaning making through multiple modalities in a biology classroom: A multimodal semiotics discourse analysis. Science Education, 94(1), 48–72.
Kress, G., Jewitt, C., Ogborn, J., & Tsatsarelis, C.
(2001) Multimodal teaching and learning: The rhetorics of the science classroom. London: Continuum.
Kress, G., & van Leeuwen, T.
(2006) Reading images: The grammar of visual design. London: Routledge.
Lemke, J. L.
(1990) Talking science: Language, learning, and values. Norwood, NJ: Ablex.
(1998) Multiplying meaning: Visual and verbal semiotics in scientific text. In J. R. Martin, & R. Veel (Eds.), Reading science: Critical and functional perspectives on discourses of science (pp. 87–113). London: Routledge.
(2004) The literacies of science. In E. W. Saul (Ed.), Crossing borders in literacy and science instruction (pp. 33–47). Newark, DE: International Reading Association and Arlington, VA: NSTA Press.
Linares, A., Morton, T., & Whittaker, R.
(2012) The roles of language in CLIL. Cambridge, U.K.: Cambridge University Press.
Marsh, D., & Meyer, O.
(Eds.) (2012) Quality interfaces: Examining evidence & exploring solutions in CLIL. Eichstaett, Germany: Eichstaett Academic Press.
Martin, J. R., & Maton, K.
(2013) Cumulative knowledge-building in secondary schooling. Linguistics and Education, 24(1), 1–74. Crossref link
Martin, J. R., & Rose, D.
(2008) Genre relations: Mapping culture. London: Equinox.
Martin, J. R., & Veel, R.
(1998) Reading science: Critical and functional perspectives on discourses of science. London: Routledge.
O’Halloran, K. L.
(2005) Mathematical discourse: Language, symbolism and visual images. London: Continuum.
O’Halloran, K., Podlasov, A., Chua, A., Tisse, C. L., Lim, F.V., & Smith, B. A.
(2014) Challenges and solutions for multimodal analysis: Technology, theory and practice. In Y. Fang, & J. J. Webster (Eds.). Developing systemic functional linguistics: Theory and application (pp. 271–297). London: Equinox.
Polias, J.
(2010) Pedagogical resonance: Improving teaching and learning. In C. Coffin (Ed.), Systemic functional linguistics (special edition). National Association for Language Development in the Curriculum (NALDIC) Quarterly, Autumn 8(1), 42–49.
(2011) English language teachers and subject teachers collaborating: recent changes in pedagogical practices in Hong Kong. Viden om læsning, September 2011 Copenhagen, Denmark: Nationellt Videncenter för Læsning.
(2016) Apprenticing students into science: Doing, talking and writing scientifically. Melbourne: Lexis Education.
Polias, J., & Forey, G.
(2016) Teaching through English Maximal Input in meaning making. In D.R. Miller & P. Bayley (Eds.), Hybridity in Systemic Functional Linguistics – Grammer, Text and Discursive Context (pp. 109–132). London: Equinox.
Rose, D., & Martin, J.
(2012) Learning to write, reading to learn: Genre knowledge and pedagogy in the Sydney School. London: Equinox.
Rothery, J.
(1996) Making changes: Developing an educational linguistics. In R. Hasan, & G. Williams (Eds.), Literacy in society (pp. 86–123). London: Longman.
Schleppegrell, M. J.
(2004) The language of schooling: A functional linguistics approach. Mahwah, NJ: Lawrence Erlbaum Associates.
Schleppegrell, M. J., & Colombi, M. C.
(Eds.) (2002) Developing advanced literacy in first and second languages: Meaning with power. Mahwah, NJ: Lawrence Erlbaum Associates.
Shoenberg, R. E., & Turlington, B.
(Eds.) (1998) Next steps for languages across the curriculum: Prospects, problems, and promise. Washington, DC: American Council on Education.
Shum, M. S. K.
(2006) Developing an approach for teaching subject specific genres in Chinese-the case of post-colonial Hong Kong. Australian Review of Applied Linguistics, 29(1), 1–22. Crossref link
Straight, H. S.
(Ed.) (1994) Languages across the curriculum. Translation Perspectives VII 1994. Invited essays on the use of foreign languages throughout the postsecondary curriculum. Binghamton, NY: Center for Research in Translation, State University of New York.
Tang, K. S., Delgado, C., & Moje, E. B.
(2014) An integrative framework for the analysis of multiple and multimodal representations for meaning-making in science education. Science Education, 98(2), 305–326. Crossref link
van Leeuwen, T. , & Humphrey, S.
(1996) On learning to look through a geographer’s eyes. In R. Hasan, & G. Williams (Eds.). Literacy in society. London: Longman.
van Lier, L.
(2004) The ecology and semiotics of language learning. Dordrecht: Kluwer. Crossref link
Veel, R.
(1997) Learning how to mean-scientifically speaking: Apprenticeship into scientific discourse in the secondary school. In F. Christie, & J. R. Martin (Eds.), Genre and institutions: Social processes in the workplace and school. London: Cassell.
(2006) The Write it Right project: Linguistic modelling of secondary school and the workplace. In R. Whittaker, M. O’Donnell, & A. McCabe (Eds.), Language and literacy: Functional approaches (pp. 66–92). London: Continuum.
Cited by

Cited by other publications

Nikula, Tarja
2017.  In Discourse Analytic Perspectives on STEM Education [Educational Linguistics, 32],  pp. 11 ff. Crossref logo

This list is based on CrossRef data as of 10 june 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.