Subject index

• academic language 2, 25, 241–2, 270, 280

• acknowledge (appraisal theory) 111, 112

• actor (in verbal processes) 84–6

• additional language 101, 146–7, 183

• adjacency pair203

• affect (appraisal theory) 109, 117

• age 51, 85, 257, 261, 264

• aggravating modifications/aggravators (pragmatics) 72, 78–81, 84–5

• aggravating strategies (pragmatics) 81–2

• AILA 3, 13

• anxiety 55–6, 58–9, 178

• appraisal theory 7, 11, 95, 105–7, 108–12, 115, 310

• appreciation (appraisal theory) 109, 116–7

• argument structure111

• assessment
  • and translanguaging 254, 261–3
  • criteria 298, 300
  • formative223
  • for learning 221, 222–5, 308
  • in conversation analysis213
  • self/peer 222, 224, 228, 230–33

• attention to form 11, 34, 37, 38–40, 45

• attitude
  • in appraisal theory 108–9
  • towards language learning 56, 59

• authentic tasks55

• automatic processing23

• autonomous practice27

• awareness activities27

• beliefs
  • students'28
  • teachers' 254, 255, 258, 263–5, 273–4, 282, 310

• best practice 146, 149, 162

• Bildung 271–2, 275, 282

• bilingual education 1, 243

• cause-effect relationship 138, 141, 213, 214

• challenge (speech function analysis) 129, 132, 135, 141

• circumstances (in clauses)94

• clarification request 35, 43, 44, 210

• classroom interactional competence (CIC) 9, 183, 184, 196, 308, 309

• classroom practices 214, 216, 265, 283, 293, 295, 297

• CLISS (Content and Language Integration in Swedish Schools) 57–9

• code-switching 215, 252, 253

• cognitive discourse functions172

• commodity (speech function analysis)128

• communication strategies175

• communicative competence 173–4, 177–8, 184, 241

• complexity theory5

• comprehension problems264

• concur (appraisal theory) 111, 112

• confluence 184, 185

• confront (speech function analysis) 128, 129, 132, 135, 141

• constructivism4

• content-based instruction 1, 21, 22, 23, 24, 25, 26, 38

• continue (speech function analysis)128

• contract (appraisal theory) 111, 112

• controlled processing23

• conversation analysis (CA) 5, 8, 169, 187, 201, 202
  • and second language acquisition (CA-for-SLA) 185, 196, 201, 203, 204–5, 309

• conversational resources189

• corpus 106, 108, 141, 169, 191, 221, 275

• corrective feedback (CF) 5, 11, 28, 34, 35, 42, 43, 309

• cost minimizers (pragmatics) 74, 75

• counter (appraisal theory) 111, 112

• counterbalanced approach/instruction 26, 27, 307

• cross-sectional research 57, 205, 311

• culture 61, 177, 205

• curriculum 57, 60, 241–2, 246

• genre7

• goals161

• planning4

• declarative knowledge 23–5

• demanding (speech function analysis) 126, 128

• demotivation58

• deny (appraisal theory) 111–2

• descriptive report (genre)107

• develop (speech function analysis)129

• dialogic
  • interaction38
  • space 95, 118–9
  • teaching4

• directives 69, 70, 176–7

• disciplinary
  • discourse98
    • identity/orientation 275, 279, 310
    • issues (classroom management) 257, 260, 264
    • knowledge 96, 98–9, 146, 290
    • literacy 161–162, 309
    • meaning making 97, 99, 100
    • skills303
    • specific practices216
  • disclaim (appraisal theory) 111, 112
  • discourse
    • analysis 8–9, 12
  • competence 174–175
  • completion test (DCT) 69–71, 88
  • marker213
  • structure128

• documentary method275

• downtoners (pragmatics) 76, 85

• educational context (in Continua of Multilingual Education) 243, 245–247

• educational linguistics4

• educational research 170, 172

• elaboration (speech function analysis) 128–9, 140–2

• embodied actions/resources in social interaction 9, 195, 201, 206–8, 214, 215

• EMEMUS (English-medium education in multilingual university settings) 287–91, 297, 301–3

• emic 202–3

• emoters118

• engage (speech function analysis)129

• engagement (appraisal theory) 108, 110, 112–14, 118–19

• English
  • as a basic skill 53–4, 58, 61, 311
  • as a foreign language (EFL) 53, 150, 288
  • as a lingua franca (ELF) 53, 176, 295, 297, 302, 311
  • as a second language (ESL) 43, 245, 288
  • as an additional language146
  • as an international language 86, 239, 244, 293
  • as medium of instruction (EMI) 69, 240, 293, 298, 302, 308
  • for academic purposes (EAP) 288, 295, 302
  • for specific purposes (ESP) 288, 295, 302
  • -medium education 287–9
  • -only policy 251, 264

• enhancement (speech function analysis) 128–9, 138–41

• entertain (appraisal theory) 111–2

• evaluation (appraisal theory) 107, 116, 119,

• everyday language7

• evidence-based reflection197

• exchange structure 126–7, 141, 159

• expand (appraisal theory) 111–12

• experimental research 33, 39, 45, 202, 311

• explanation (by teachers) 189, 207, 211, 215

• exposure to target language (input) 22, 34, 51, 70, 84–5, 244–5, 251

• extension (speech function analysis) 128–9

• external factors in SLA 10–11

• external modifiers (pragmatics) 69–70, 74, 85

• extramural (use of English)53

• face 68, 169, 177, 186, 189, 194–5, 277–8

• face-work 168, 186, 195

• field (register variable) 126, 130, 139, 142, 147–8, 307, 310

• fluency development27

• focus–approach–action 171, 173

• foreign language
  • achievement242
  • acquisition253
  • anxietyanxiety
  • classroom(s) 26, 251
  • competence291
  • contexts/settings 43–4
  • education/instruction 1, 4, 9, 12, 24, 147
  • lessons 173, 175, 177–8
  • medium of instruction 10, 241–2, 245, 246
  • skills105
  • subject in curriculum2
  • teachers191
  • teaching approach308

• genre 6, 7, 97–8, 106, 112–3, 120, 139, 146, 169, 293, 310
  • argument114
  • genre-based pedagogy 100, 120–1, 147
  • historical account120
  • historical biography114
  • historical explanation 106, 114, 126, 127
  • historical exposition107
  • historical recount 114, 135
  • school genres 106–7

• geography 20, 38, 92–3, 126, 147, 207, 275

• gesture 4, 9, 100, 153, 203, 205

• giving (speech function analysis)128

• goal (participant in clause) 94, 96

• goods and services (speech function analysis)128

• grounders (pragmatics) 69, 72–5, 78–9, 84–5

• group work 195, 299

• head act 69, 72–3

• heteroglossia 110–12

• higher education institutions (HEIs) 287–8

• higher-order thinking skills28

• history (school subject) 106–7, 112–13
  • history textbooks118
  • history class 11, 41, 113, 197, 206–207, 252

• holistic rating114

• ideational metafunction 7, 94–6, 99, 133, 307

• identity 10, 206, 247, 253, 308, 310
  • disciplinary279
  • L2 self system53
  • multicultural identity176
  • teachers' professional identity 269–75, 281–3, 310

• immersion 22–3, 42–3, 52, 57, 241–2, 252
  • French immersion in Canada 20–1, 26, 29, 35, 42–3, 45, 57, 252, 265

• immigrant languages239

• imperatives81

• individual factors (in SLA) 10, 11

• information (speech function analysis)128

• input 5, 21–2, 33–4
  • maximal161
  • meaning-focused27

• input, interaction and output (SLA theory)5

• inscribed (appraisal) 109, 113

• instrumental motivation 52–3

• integration (of content and language) 2, 22, 25, 27, 126, 170–1, 232, 246, 308

• integrative motivation 52, 53

• interaction 38–9, 183–4, 197, 215, 232–3, 308–9, 310
  • child43
  • conversational 43–4, 202–4
  • hypothesis 33, 34–7
  • in classrooms 28, 125–6, 204, 215, 222–5, 309
  • in second language acquisition 5, 168
  • learner-learner (peer) 45, 187, 192, 196, 206
  • L2-talk-in-178
  • multimodal 9, 214
  • social 24, 20, 271–2
  • spoken 127, 174, 184
  • teacher-student/class 26, 28, 187, 196, 223, 260
  • video-recorded 201
  • whole-class 170, 175

• interactional strategy(ies) 185, 191, 196, 205, 206

• interactionist perspective in SLA 11, 33–7, 45, 308–9

• intercultural competence 4, 176

• interlanguage pragmatics 5, 68–70, 74

• internal factors in SLA 10–11, 29

• internal modifiers (pragmatics) 69–70, 74, 76–7, 80–1, 85

• interpersonal meanings/metafunction 7, 95, 99, 106, 307

• interpreter voice (history) 113, 116–7

• interrogatives159

• interviews 127–31, 275, 310

• invoked (appraisal) 109–10, 116, 120

• IRF (initiation-response-follow-up) 8, 12, 126, 173, 222

• judgement (appraisal theory) 11, 109, 116, 120

• justify (appraisal theory) 111–12

• “knower” vs “not-knower”206

• knowledge
  • construction 127, 168, 170, 171–3, 205, 310
  • patterns150

• L1/L2 use in CLIL 252–4, 310

• language across the curriculum (LAC) 145, 147

• language contact244

• language learning 168, 282, 311
  • activities5
  • and language anxiety59
  • and motivation 51–2
  • experience 54–5
  • language-content learning 92, 99
  • objectives311
  • second/foreign 5, 12, 33

• language patterns 149–50, 161, 310

• language status 243–5

• language use 6, 9, 55, 60, 126, 168, 170, 173–4, 302
  • (un)commonsense99
  • target language use 277–9, 281

• language-related episodes (LREs)37

• learning objects206

• learning strategies 246–7

• lingua francaEnglish as a lingua franca (ELF)

• linguistic competence 2, 38, 70, 93, 141, 173–4, 247, 261, 273, 310

• linguistic redundancy28

• linguistic typology244

• longitudinal (research) 45, 57, 178, 205, 311

• material process (systemic functional linguistics)94

• materials (in CLIL) 106–7, 118, 176, 192, 263

• meaning-focused activity/task 5, 40

• meaning-making 6, 126, 150, 153, 307–8

• mental processes (systemic functional linguistics)109

• metacognitive questions 221–33, 308, 309

• metafunctions of language 7, 94 ; see also ideational, interpersonal, textual

• metalinguistic awareness 23, 26

• minority language(s) 4, 239–40

• modalities (of communication) 149, 203, 309

• modality (grammar) 95, 110, 118

• mode (register variable) 126, 147

• modification
  • negotiation of meaning 34
  • in requests (pragmatics) 69–70, 73–74, 84–85, 311

• monoglossia112

• mood (grammar) 22, 156

• motivation 5, 51–62, 244, 270, 310
  • ideal L2 self 53–5, 59, 61
  • L2 learning experience 53, 59–60
  • L2 motivational self system (L2MSS)53
  • ought-to L2 self53
  • person-in-context view of 53, 60

• multi-semiotic resources 149, 307

• multilingual education
  • continua of 10, 242–7

• multilingualism169
  • at the university (continua of) 295–6

• multimodal
  • conversation analysis/CA 201, 205–8, 215–16, 309
  • nature of classrooom discourse173
  • resources 9, 169, 183, 189, 195–6, 207
  • SFL analytic framework149

• multiple literacies7

• multisemiotic(s) 11, 308–9

• negotiation of meaning 34–35, 37–39, 43, 45, 265

• nominalisation 109, 174

• normality (appraisal theory)109

• noticing 27, 36, 41–42
  • activities27

• output 5, 27–8, 58
  • comprehensible39
  • meaning-focused 27
  • modification of 45
  • output hypothesis 35–37
  • output-input-cycle 42
  • pushed41

• period study (genre)114

• please (request modification device) 69–70, 73–74, 76–80, 84–85

• pluriliteracies7

• point of view (genres as signalling) 105, 107

• pragmatic competence 11, 67–9, 77, 84–5, 307

• primary education 221, 223, 225, 226, 239–40

• proactive interventions (counterbalanced approach) 26–7

• procedural knowledge 23–5

• proclaim (appraisal theory) 110–12

• professional development (PD) 102, 121, 150, 197, 254, 274, 282

• professionalization (of teachers) 269–70, 283

• prolonging move (speech function analysis) 128, 131–2, 138–40, 141

• prompt (corrective feedback) 35, 42–3

• prompt (for speaking/writing tasks) 113–4, 124, 133, 135

• pronounce (appraisal theory) 111–2

• propriety (appraisal theory) 108–10, 116–7

• questioning techniques28

• reacting move (speech function analysis) 129

• reactive interventions (counterbalanced approach) 26, 27–8

• Reading to Learn 7, 100

• recasts 28, 35, 42–3, 45, 189

• register(s) (systemic functional linguistics) 97, 126, 147
  • continuum 147–9, 153–5, 157, 159, 161

• register/registering move (speech function analysis) 129, 131, 133–5, 140, 142

• register variable(s) 129, 132 field, tenor, mode rejoinder (speech function analysis)

• repair 177, 191, 194, 203

• reply (speech function analysis)129

• request (speech act) 67–70, 72, 84–6
  • modifiers 69–70, 73–74, 84–85, 311

• respond (speech function analysis)129

• ROAD-MAPPING framework 287–91, 299–303

• role(s) of language (in knowledge construction) 93, 97, 100, 121, 146–7, 309–10

• role-plays 69, 127–8, 129–32, 135–8, 141–2, 177, 309

• roles of English (in ROAD-MAPPING framework) 291–2, 294–7, 299, 301–3, 308, 311

• sayer (participant in clause) 94–5

• scaffolding 24, 27–8, 133, 135, 140, 148, 152–4, 159, 189, 191, 279, 310
  • macro148
  • micro 148, 159, 161
  • meso 148, 150, 159, 161

• school science 141, 205

• science classrooms 11, 150, 161, 205–6, 215, 309

• second language acquisition (SLA) 5–6, 10–11

• secondary education 44, 56, 106, 150, 240, 246, 264

• self-confidence 59, 273

• semiotic
  • (multi-)semiotic resources 8–9, 146–9, 161, 173, 203–4, 206–7, 208, 214–5, 307–9
  • social-semiotic 6, 91–2

• semiotic and metasemiotic mediation97

• semiotic systems 145, 184

• skill acquisition theory 23–5, 27

• social esteem (appraisal theory) 108–10, 113–14

• social sanction (appraisal theory) 108–10, 113–14

• social valuation (appraisal theory) 108–10, 113–14, 116

• sociocultural theory(ies) 6, 186, 204, 224

• sociolinguistic(s) 9–10, 12, 288–9, 296, 301–2, 308
  • competence 176–7
  • context245

• sociopragmatic 67, 84

• softening modifiers/softeners (pragmatics) 72, 74–7, 85

• source of annoyance (SOA) (pragmatics) 72–3, 78

• space for learning 185, 191, 196

• speech act(s) 68, 126, 169, 172, 176–7

• speech function(s) 128–9, 140–2, 307, 309

• speech role (systemic functional linguistics)128

• strategic competence175

• subject knowledge 96–7, 106

• subject-specific
  • competencies/knowledge 205, 207, 209–10
  • conversations206
  • terminology 207, 213, 294

• support(ing/ive) (speech function analysis) 126, 128–9

• Systemic Functional Linguistics (SFL) 6–7, 11, 91–2, 101, 125, 128, 146–7, 215
  • design of and research on classroom interventions 99–100
  • research on disciplinary meaning making 97–8
  • research on subject specific meaning making99
  • Sydney School SFL 7, 100, 146–7

• task-based learning 5, 241

• tasks
  • and motivation 55, 58
  • collaborative 39–40, 45

• teacher
  • beliefs 254–5, 263–5
  • education for CLIL 197, 247, 270, 283
  • experience (effect on beliefs) 258–9
  • identity 28, 172 teachers’ professional identity questions
  • research 270–2, 283
  • talk197

• teaching and learning cycle146

• teaching strategies 242–3, 245–7, 251, 273, 281–2

• teaching practices
  • in relation to beliefs 254–5, 264

• tenacity (appraisal theory)109

• tenor (register variable) 126, 147

• tertiary education 176, 206, 287–8 ; see also higher education institutions (HEIs)

• textbooks241

• textual metafunction 95–6, 99

• theme (in systemic functional linguistics)96

• track (speech function analysis)129

• transfer-appropriate processing23

• translanguaging 169, 247, 253–4, 257–60, 262, 263–5

• translation 252, 263

• turn-taking 157, 175, 194, 206

• UAM-CLIL corpus113

• uncommonsense/decontextualized meaning 98–9

• understatements (pragmatics) 72–6, 85

• understaters (pragmatics) 73, 76, 85

• use of English (in classroom) 257–60, 263, 278

• value
  • assigning in history genres105
  • social117

• veracity (appraisal theory) 108–9

• verbal process (systemic functional linguistics)94

• virtual/decontextualized reality99

• voice (of the historian) 106, 113, 116–17, 120, 310
  • adjudicator 113, 116, 120
  • appraiser113
  • recorder 113, 120

• whole-class discussions 126, 172

• whole-class interaction 170, 175

• writing 100, 105–6, 111–15, 120–1, 293–4, 301, 303, 307, 309–310
  • academic writing 11, 98
  • L2 writing100

• (Written) discourse completion task/test (WDCT) 67, 71–2, 84, 88

• young learners 42–3