121017819 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code LL&LT 47 GE 15 9789027266101 06 10.1075/lllt.47 13 2017005991 00 EA E133 10 01 JB code LL&LT 02 JB code 1569-9471 02 47.00 01 02 Language Learning & Language Teaching Language Learning & Language Teaching 01 01 Applied Linguistics Perspectives on CLIL Applied Linguistics Perspectives on CLIL 1 B01 01 JB code 235199318 Ana Llinares Llinares, Ana Ana Llinares Autonomous University of Madrid 2 B01 01 JB code 184199319 Tom Morton Morton, Tom Tom Morton Birkbeck, University of London 01 eng 11 323 03 03 vi 03 00 317 03 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.COMPUT Computational & corpus linguistics 24 JB code LIN.LA Language acquisition 24 JB code LIN.EDUC Language teaching 10 LAN020000 12 CJA 01 06 02 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. 03 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. 01 00 03 01 01 D503 https://benjamins.com/covers/475/lllt.47.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027213365.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027213365.tif 01 01 D503 https://benjamins.com/covers/1200_front/lllt.47.hb.png 01 01 D503 https://benjamins.com/covers/125/lllt.47.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/lllt.47.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/lllt.47.hb.png 01 01 JB code lllt.47.01mor 06 10.1075/lllt.47.01mor 1 16 16 Article 1 01 04 Content and Language Integrated Learning (CLIL) Content and Language Integrated Learning (CLIL) 01 04 Type of programme or pedagogical model? Type of programme or pedagogical model? 1 A01 01 JB code 357285553 Tom Morton Morton, Tom Tom Morton Birkbeck, University of London 2 A01 01 JB code 440285554 Ana Llinares Llinares, Ana Ana Llinares The Autonomous University of Madrid 01 01 JB code lllt.47.s1 06 10.1075/lllt.47.s1 Section header 1 01 04 Introduction Introduction 01 01 JB code lllt.47.p1 06 10.1075/lllt.47.p1 Chapter 2 01 04 Part I. Second Language Acquisition (SLA) perspectives Part I. Second Language Acquisition (SLA) perspectives 01 01 JB code lllt.47.02lys 06 10.1075/lllt.47.02lys 19 32 14 Article 3 01 04 Introduction to part I Introduction to part I 01 04 SLA perspectives on learning and teaching language through content SLA perspectives on learning and teaching language through content 1 A01 01 JB code 197285555 Roy Lyster Lyster, Roy Roy Lyster McGill University 01 01 JB code lllt.47.03gra 06 10.1075/lllt.47.03gra 33 50 18 Article 4 01 04 CLIL and SLA CLIL and SLA 01 04 Insights from an interactionist perspective Insights from an interactionist perspective 1 A01 01 JB code 702285556 María del Pilar García Mayo García Mayo, María del Pilar María del Pilar García Mayo University of the Basque Country 2 A01 01 JB code 10285557 María Basterrechea Basterrechea, María María Basterrechea 01 01 JB code lllt.47.04syl 06 10.1075/lllt.47.04syl 51 65 15 Article 5 01 04 Motivation, second language learning and CLIL Motivation, second language learning and CLIL 1 A01 01 JB code 526285558 Liss Kerstin Sylvén Sylvén, Liss Kerstin Liss Kerstin Sylvén University of Gothenburg 01 01 JB code lllt.47.05sob 06 10.1075/lllt.47.05sob 67 88 22 Article 6 01 04 Investigating pragmatics in CLIL through students' requests Investigating pragmatics in CLIL through students’ requests 1 A01 01 JB code 132285559 Nashwa Nashaat-Sobhy Nashaat-Sobhy, Nashwa Nashwa Nashaat-Sobhy San Jorge University 01 01 JB code lllt.47.p2 06 10.1075/lllt.47.p2 Chapter 7 01 04 Part II. Systemic Functional Linguistics (SFL) perspectives Part II. Systemic Functional Linguistics (SFL) perspectives 01 01 JB code lllt.47.06cof 06 10.1075/lllt.47.06cof 91 103 13 Article 8 01 04 Introduction to part II Introduction to part II 01 04 Systemic Functional Linguistics: A theory for integrating content-language learning (CLL) Systemic Functional Linguistics: A theory for integrating content-language learning (CLL) 1 A01 01 JB code 696285560 Caroline Coffin Coffin, Caroline Caroline Coffin The Open University, Milton Keynes 01 01 JB code lllt.47.07mcc 06 10.1075/lllt.47.07mcc 105 124 20 Article 9 01 04 Genre and appraisal in CLIL history texts Genre and appraisal in CLIL history texts 01 04 Developing the voice of the historian Developing the voice of the historian 1 A01 01 JB code 268285561 Anne McCabe McCabe, Anne Anne McCabe Saint Louis University 2 A01 01 JB code 602285562 Rachel Whittaker Whittaker, Rachel Rachel Whittaker Autonomous University of Madrid 01 01 JB code lllt.47.08lli 06 10.1075/lllt.47.08lli 125 144 20 Article 10 01 04 Speech function analysis to explore CLIL students' spoken language for knowledge construction Speech function analysis to explore CLIL students’ spoken language for knowledge construction 1 A01 01 JB code 230285563 Ana Llinares Llinares, Ana Ana Llinares Autonomous University of Madrid 2 A01 01 JB code 298285564 Tom Morton Morton, Tom Tom Morton Birkbeck, University of London 01 01 JB code lllt.47.09for 06 10.1075/lllt.47.09for 145 164 20 Article 11 01 04 Multi-semiotic resources providing maximal input in teaching science through English Multi-semiotic resources providing maximal input in teaching science through English 1 A01 01 JB code 914285565 Gail Forey Forey, Gail Gail Forey The Hong Kong Polytechnic University 2 A01 01 JB code 231285566 John Polias Polias, John John Polias 01 01 JB code lllt.47.p3 06 10.1075/lllt.47.p3 Chapter 12 01 04 Part III. Discourse analysis perspectives Part III. Discourse analysis perspectives 01 01 JB code lllt.47.10dal 06 10.1075/lllt.47.10dal 167 181 15 Article 13 01 04 Introduction to part III Introduction to part III 01 04 Discourse Analysis and CLIL Discourse Analysis and CLIL 1 A01 01 JB code 686285567 Christiane Dalton-Puffer Dalton-Puffer, Christiane Christiane Dalton-Puffer University of Vienna 01 01 JB code lllt.47.11esc 06 10.1075/lllt.47.11esc 183 200 18 Article 14 01 04 Classroom interactional competence in content and language integrated learning Classroom interactional competence in content and language integrated learning 1 A01 01 JB code 268285568 Cristina Escobar Urmeneta Escobar Urmeneta, Cristina Cristina Escobar Urmeneta The Autonomous University of Barcelona 2 A01 01 JB code 52285569 Steve Walsh Walsh, Steve Steve Walsh Newcastle University 01 01 JB code lllt.47.12evn 06 10.1075/lllt.47.12evn 201 220 20 Article 15 01 04 Multimodal conversation analysis and CLIL classroom practices Multimodal conversation analysis and CLIL classroom practices 1 A01 01 JB code 763285570 Natalia Evnitskaya Evnitskaya, Natalia Natalia Evnitskaya Autonomous University of Madrid 2 A01 01 JB code 828285571 Teppo Jakonen Jakonen, Teppo Teppo Jakonen University of Jyväskylä 01 01 JB code lllt.47.13pas 06 10.1075/lllt.47.13pas 221 235 15 Article 16 01 04 Assessment for learning in CLIL classroom discourse Assessment for learning in CLIL classroom discourse 01 04 The case of metacognitive questions The case of metacognitive questions 1 A01 01 JB code 446285572 Irene Pascual Pascual, Irene Irene Pascual Autonomous University of Madrid 2 A01 01 JB code 641285573 Rachel Basse Basse, Rachel Rachel Basse 01 01 JB code lllt.47.p4 06 10.1075/lllt.47.p4 Section header 17 01 04 Part IV. Sociolinguistic perspectives Part IV. Sociolinguistic perspectives 01 01 JB code lllt.47.14cen 06 10.1075/lllt.47.14cen 239 249 11 Article 18 01 04 Introduction to part IV Introduction to part IV 01 04 The target language, the sociolinguistic and the educational context in CLIL programs The target language, the sociolinguistic and the educational context in CLIL programs 1 A01 01 JB code 263285574 Jasone Cenoz Cenoz, Jasone Jasone Cenoz University of the Basque Country 01 01 JB code lllt.47.15las 06 10.1075/lllt.47.15las 251 267 17 Article 19 01 04 "I always speak English in my classes" “I always speak English in my classes” 01 04 Reflections on the use of the L1/L2 in English-medium instruction Reflections on the use of the L1/L2 in English-medium instruction 1 A01 01 JB code 984285575 David Lasagabaster Lasagabaster, David David Lasagabaster University of the Basque Country 01 01 JB code lllt.47.16bon 06 10.1075/lllt.47.16bon 269 285 17 Article 19 01 04 CLIL teachers' professionalization CLIL teachers’ professionalization 01 04 Between explicit knowledge and professional identity Between explicit knowledge and professional identity 1 A01 01 JB code 441285576 Andreas Bonnet Bonnet, Andreas Andreas Bonnet Hamburg University 2 A01 01 JB code 656285577 Stephan Breidbach Breidbach, Stephan Stephan Breidbach Humboldt University of Berlin 01 01 JB code lllt.47.17daf 06 10.1075/lllt.47.17daf 287 306 20 Article 20 01 04 A sociolinguistic approach to the multifaceted Roles of English in English-medium education in multilingual university settings A sociolinguistic approach to the multifaceted Roles of English in English-medium education in multilingual university settings 1 A01 01 JB code 263285578 Emma Dafouz Dafouz, Emma Emma Dafouz Complutense University of Madrid 2 A01 01 JB code 591285579 Ute Smit Smit, Ute Ute Smit University of Vienna 01 01 JB code lllt.47.s2 06 10.1075/lllt.47.s2 Section header 21 01 04 Afterword Afterword 01 01 JB code lllt.47.18nik 06 10.1075/lllt.47.18nik 307 312 6 Article 22 01 04 Emerging themes, future research directions Emerging themes, future research directions 1 A01 01 JB code 296285580 Tarja Nikula Nikula, Tarja Tarja Nikula 01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20170316 C 2017 John Benjamins D 2017 John Benjamins 02 WORLD 13 15 9789027213372 WORLD 03 01 JB 17 Google 03 https://play.google.com/store/books 21 01 00 Unqualified price 00 36.00 EUR 01 00 Unqualified price 00 30.00 GBP 01 00 Unqualified price 00 54.00 USD 344015026 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code LL&LT 47 Eb 15 9789027266101 06 10.1075/lllt.47 13 2017005991 00 EA E107 10 01 JB code LL&LT 02 1569-9471 02 47.00 01 02 Language Learning & Language Teaching Language Learning & Language Teaching 11 01 JB code jbe-all 01 02 Full EBA collection (ca. 4,200 titles) 11 01 JB code jbe-2017 01 02 2017 collection (152 titles) 05 02 2017 collection 01 01 Applied Linguistics Perspectives on CLIL Applied Linguistics Perspectives on CLIL 1 B01 01 JB code 235199318 Ana Llinares Llinares, Ana Ana Llinares Autonomous University of Madrid 07 https://benjamins.com/catalog/persons/235199318 2 B01 01 JB code 184199319 Tom Morton Morton, Tom Tom Morton Birkbeck, University of London 07 https://benjamins.com/catalog/persons/184199319 01 eng 11 323 03 03 vi 03 00 317 03 01 23 418.0071 03 2017 P53.293 04 Language arts (Higher)--Correlation with content subjects. 04 Language and languages--Study and teaching (Higher) 04 Applied linguistics--Study and teaching. 04 Interdisciplinary approach in education. 04 Language and education. 04 Multilingual education. 10 LAN020000 12 CJA 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.COMPUT Computational & corpus linguistics 24 JB code LIN.LA Language acquisition 24 JB code LIN.EDUC Language teaching 01 06 02 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. 03 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. 01 00 03 01 01 D503 https://benjamins.com/covers/475/lllt.47.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027213365.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027213365.tif 01 01 D503 https://benjamins.com/covers/1200_front/lllt.47.hb.png 01 01 D503 https://benjamins.com/covers/125/lllt.47.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/lllt.47.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/lllt.47.hb.png 01 01 JB code lllt.47.s1 06 10.1075/lllt.47.s1 Section header 1 01 04 Introduction Introduction 01 eng 01 01 JB code lllt.47.01mor 06 10.1075/lllt.47.01mor 1 16 16 Article 1 01 04 Content and Language Integrated Learning (CLIL) Content and Language Integrated Learning (CLIL) 01 04 Type of programme or pedagogical model? Type of programme or pedagogical model? 1 A01 01 JB code 357285553 Tom Morton Morton, Tom Tom Morton Birkbeck, University of London 07 https://benjamins.com/catalog/persons/357285553 2 A01 01 JB code 440285554 Ana Llinares Llinares, Ana Ana Llinares The Autonomous University of Madrid 07 https://benjamins.com/catalog/persons/440285554 01 eng 01 01 JB code lllt.47.p1 06 10.1075/lllt.47.p1 17 17 1 Chapter 2 01 04 Part I. Second Language Acquisition (SLA) perspectives Part I. Second Language Acquisition (SLA) perspectives 01 01 JB code lllt.47.02lys 06 10.1075/lllt.47.02lys 19 31 13 Article 3 01 04 Introduction to part I Introduction to part I 01 04 SLA perspectives on learning and teaching language through content SLA perspectives on learning and teaching language through content 1 A01 01 JB code 197285555 Roy Lyster Lyster, Roy Roy Lyster McGill University 07 https://benjamins.com/catalog/persons/197285555 01 eng 01 01 JB code lllt.47.03gra 06 10.1075/lllt.47.03gra 33 50 18 Article 4 01 04 CLIL and SLA CLIL and SLA 01 04 Insights from an interactionist perspective Insights from an interactionist perspective 1 A01 01 JB code 702285556 María del Pilar García Mayo García Mayo, María del Pilar María del Pilar García Mayo University of the Basque Country 07 https://benjamins.com/catalog/persons/702285556 2 A01 01 JB code 10285557 María Basterrechea Basterrechea, María María Basterrechea 07 https://benjamins.com/catalog/persons/10285557 01 eng 30 00

The Interaction Hypothesis is one of the explanations for second language acquisition (SLA) (Hatch 1978; Long 1983). Numerous studies have shown that interaction facilitates SLA because learners have the opportunity to negotiate language input, receive feedback and modify their output (Long 1996; Pica 2013). However, there is little experimental research on interaction from this perspective in Content and Language Integrated Learning (CLIL) settings. The main goal of this chapter is to provide an overview of the main constructs of the interactionist framework and to see how they have been researched in studies that analyze the interlanguage of CLIL learners regarding their negotiation routines, attention to form and corrective feedback episodes.

01 01 JB code lllt.47.04syl 06 10.1075/lllt.47.04syl 51 65 15 Article 5 01 04 Motivation, second language learning and CLIL Motivation, second language learning and CLIL 1 A01 01 JB code 526285558 Liss Kerstin Sylvén Sylvén, Liss Kerstin Liss Kerstin Sylvén University of Gothenburg 07 https://benjamins.com/catalog/persons/526285558 01 eng 30 00

One of the most decisive factors influencing the learning of a second or a foreign language (L2/FL) seems to be learner motivation. Studies into motivation and L2/FL learning abound, but studies specifically targeting the role of language learning motivation in CLIL are scarce. This chapter will further illuminate this relationship. The chapter accounts for the theoretical underpinnings of motivation research, primarily in the form of the L2 Motivational Self System (L2MSS; Dörnyei 2005, 2009), but also integrative and instrumental motivation (Gardner & Lambert 1959). Further, an overview of existing studies on motivation and CLIL is presented. The chapter ends with a discussion on the pedagogical implications of previous research and how to move forward with CLIL, language learning and motivation.

01 01 JB code lllt.47.05sob 06 10.1075/lllt.47.05sob 67 88 22 Article 6 01 04 Investigating pragmatics in CLIL through students' requests Investigating pragmatics in CLIL through students’ requests 1 A01 01 JB code 132285559 Nashwa Nashaat-Sobhy Nashaat-Sobhy, Nashwa Nashwa Nashaat-Sobhy San Jorge University 07 https://benjamins.com/catalog/persons/132285559 01 eng 30 00

The study compares how three groups of learners at different educational levels in CLIL, post-CLIL and EFL classes modify their requests which were elicited by means of a written discourse completion task with two situations (different power relations). Data analysis is based on earlier request taxonomies (Alcón-Soler et al. 2005; Blum-Kulka et al. 1989), but the study also introduces new pragmatic features that appeared in the learners’ data. Qualitative and quantitative differences point to a duality in how learners use softening and aggravating request modifications, attributed to insufficient sociopragmatic knowledge. Among other finer results, the study shows that CLIL, as an educational approach, does not necessarily contribute to enhancing learners’ pragmatic competence if seen through the lens of making requests.

01 01 JB code lllt.47.p2 06 10.1075/lllt.47.p2 89 89 1 Chapter 7 01 04 Part II. Systemic Functional Linguistics (SFL) perspectives Part II. Systemic Functional Linguistics (SFL) perspectives 01 01 JB code lllt.47.06cof 06 10.1075/lllt.47.06cof 91 103 13 Article 8 01 04 Introduction to part II Introduction to part II 01 04 Systemic Functional Linguistics: A theory for integrating content-language learning (CLL) Systemic Functional Linguistics: A theory for integrating content-language learning (CLL) 1 A01 01 JB code 696285560 Caroline Coffin Coffin, Caroline Caroline Coffin The Open University, Milton Keynes 07 https://benjamins.com/catalog/persons/696285560 01 eng 01 01 JB code lllt.47.07mcc 06 10.1075/lllt.47.07mcc 105 124 20 Article 9 01 04 Genre and appraisal in CLIL history texts Genre and appraisal in CLIL history texts 01 04 Developing the voice of the historian Developing the voice of the historian 1 A01 01 JB code 268285561 Anne McCabe McCabe, Anne Anne McCabe Saint Louis University 07 https://benjamins.com/catalog/persons/268285561 2 A01 01 JB code 602285562 Rachel Whittaker Whittaker, Rachel Rachel Whittaker Autonomous University of Madrid 07 https://benjamins.com/catalog/persons/602285562 01 eng 30 00

This chapter offers a perspective on texts written in a CLIL class, highlighting the role of the interpersonal meanings covered by the appraisal framework (Martin & White 2005) in constructing the different genres of history, which are not only factual, but also include assigning value and indicating point of view. An analysis of appraisal in an 11,000-word longitudinal corpus of CLIL secondary student writing shows how texts are more or less successful in their selection of features from the appraisal systems as they respond to prompts, the higher-rated texts creating a more appropriate voice for the genre (Coffin 2006). Awareness of the categories of interpersonal meanings can allow teachers to make genre expectations explicit, helping improve student writing.

01 01 JB code lllt.47.08lli 06 10.1075/lllt.47.08lli 125 144 20 Article 10 01 04 Speech function analysis to explore CLIL students' spoken language for knowledge construction Speech function analysis to explore CLIL students’ spoken language for knowledge construction 1 A01 01 JB code 230285563 Ana Llinares Llinares, Ana Ana Llinares Autonomous University of Madrid 07 https://benjamins.com/catalog/persons/230285563 2 A01 01 JB code 298285564 Tom Morton Morton, Tom Tom Morton Birkbeck, University of London 07 https://benjamins.com/catalog/persons/298285564 01 eng 30 00

This chapter focuses on the register variable of tenor within systemic functional linguistics (SFL) to examine spoken interaction involving secondary CLIL history learners in two contexts: one-to-one interviews with a researcher, and role-plays with peers. Tenor refers to the role relationship between interactants, and its impact on language use. We adapt speech function analyses developed by Eggins and Slade (1997) for ordinary conversation to settings in which CLIL learners jointly construct aspects of content knowledge in one subject, history. The findings show that the negotiation and roles assigned to participants impacted on the ways the learners managed to construct history content knowledge. We argue that speech function analysis can throw light on how role relationships in spoken interaction can create or restrict affordances for the expression of content knowledge in CLIL.

01 01 JB code lllt.47.09for 06 10.1075/lllt.47.09for 145 164 20 Article 11 01 04 Multi-semiotic resources providing maximal input in teaching science through English Multi-semiotic resources providing maximal input in teaching science through English 1 A01 01 JB code 914285565 Gail Forey Forey, Gail Gail Forey The Hong Kong Polytechnic University 07 https://benjamins.com/catalog/persons/914285565 2 A01 01 JB code 231285566 John Polias Polias, John John Polias 07 https://benjamins.com/catalog/persons/231285566 01 eng 30 00

This chapter addresses the role of multimodal semiotic systems in teaching science through English as a second language. We argue that pedagogical concerns should focus on language and other semiotic choices that teachers use to scaffold their students’ learning. Through an investigation of the inter-relationship of different semiotic systems (modalities), we are able to develop models of best practice that can help inform teachers. We consider two broad educational contexts: one that is becoming more prevalent, where it may happen that English is neither the primary language for the students nor for the teachers, as in Hong Kong, and one that is commonplace in places, such as Australia, where there is a large proportion of students with English as an additional language studying in a country where English is the predominant language. We use video data from two secondary science classrooms in these two contexts to analyse how the teachers provide multiple access points to meaning and how they scaffold the learners into the disciplinary literacy of science.

01 01 JB code lllt.47.p3 06 10.1075/lllt.47.p3 165 165 1 Chapter 12 01 04 Part III. Discourse analysis perspectives Part III. Discourse analysis perspectives 01 01 JB code lllt.47.10dal 06 10.1075/lllt.47.10dal 167 181 15 Article 13 01 04 Introduction to part III Introduction to part III 01 04 Discourse Analysis and CLIL Discourse Analysis and CLIL 1 A01 01 JB code 686285567 Christiane Dalton-Puffer Dalton-Puffer, Christiane Christiane Dalton-Puffer University of Vienna 07 https://benjamins.com/catalog/persons/686285567 01 eng 01 01 JB code lllt.47.11esc 06 10.1075/lllt.47.11esc 183 200 18 Article 14 01 04 Classroom interactional competence in content and language integrated learning Classroom interactional competence in content and language integrated learning 1 A01 01 JB code 268285568 Cristina Escobar Urmeneta Escobar Urmeneta, Cristina Cristina Escobar Urmeneta The Autonomous University of Barcelona 07 https://benjamins.com/catalog/persons/268285568 2 A01 01 JB code 52285569 Steve Walsh Walsh, Steve Steve Walsh Newcastle University 07 https://benjamins.com/catalog/persons/52285569 01 eng 30 00

This chapter problematizes the Classroom Interactional Competence (CIC) of learners and teachers working in Content and Language Integrated Learning (CLIL) contexts. Through Multimodal Conversation Analysis (CA), we consider how CIC is enacted in dialogues which focus on both subject content and English. Our analysis reveals that (a) teachers’ deployment of multimodal resources ensures comprehension and self-selection; (b) teachers’ questions and evaluative feedback may play a major role in guiding the students; (c) the scarcity of teacher elicitations aimed at more elaborated learner responses may limit the development of academic discourse; and (d) groupwork may become a privileged environment for students to deploy and develop L2 interactional resources.

01 01 JB code lllt.47.12evn 06 10.1075/lllt.47.12evn 201 220 20 Article 15 01 04 Multimodal conversation analysis and CLIL classroom practices Multimodal conversation analysis and CLIL classroom practices 1 A01 01 JB code 763285570 Natalia Evnitskaya Evnitskaya, Natalia Natalia Evnitskaya Autonomous University of Madrid 07 https://benjamins.com/catalog/persons/763285570 2 A01 01 JB code 828285571 Teppo Jakonen Jakonen, Teppo Teppo Jakonen University of Jyväskylä 07 https://benjamins.com/catalog/persons/828285571 01 eng 30 00

This chapter introduces multimodal Conversation Analysis (CA) as a research framework for CLIL classroom interaction. We begin by presenting key methodological principles of CA and discussing how CA has recently broadened its analytical focus to examine how modalities such as gestures and texts are used as resources for interaction. Following this, we review recent (multimodal) CA work that has investigated teaching and learning practices in classrooms involving second language users, such as in CLIL and immersion settings. To illustrate the described methodological orientation, we briefly analyse one video-recorded interaction and conclude by suggesting research areas related to CLIL classrooms that could benefit from a multimodal CA perspective.

01 01 JB code lllt.47.13pas 06 10.1075/lllt.47.13pas 221 235 15 Article 16 01 04 Assessment for learning in CLIL classroom discourse Assessment for learning in CLIL classroom discourse 01 04 The case of metacognitive questions The case of metacognitive questions 1 A01 01 JB code 446285572 Irene Pascual Pascual, Irene Irene Pascual Autonomous University of Madrid 07 https://benjamins.com/catalog/persons/446285572 2 A01 01 JB code 641285573 Rachel Basse Basse, Rachel Rachel Basse 07 https://benjamins.com/catalog/persons/641285573 01 eng 30 00

This chapter explores the significance of metacognitive questions in primary CLIL classrooms in which teachers implement Assessment for Learning (AfL), a methodology which requires the teacher to help students assess learning gaps and work toward closing them (Black & Wiliam 1998a, 1998b; Black et al. 2003). We present illustrative data from a study comprising 9 AfL lessons belonging to a larger corpus. These sessions were analyzed qualitatively, focusing on extracts featuring metacognitive questions and how they affected teacher-student interaction. Using examples from the data, we show how metacognitive questions, as essential to an AfL approach, encourage students to reflect upon and verbalize their learning processes. Furthermore, they engage students in peer‑ and self-assessment, which also contributes to the awareness of learning gaps and prompts motivation to fill these gaps.

01 01 JB code lllt.47.p4 06 10.1075/lllt.47.p4 Section header 17 01 04 Part IV. Sociolinguistic perspectives Part IV. Sociolinguistic perspectives 01 01 JB code lllt.47.14cen 06 10.1075/lllt.47.14cen 239 249 11 Article 18 01 04 Introduction to part IV Introduction to part IV 01 04 The target language, the sociolinguistic and the educational context in CLIL programs The target language, the sociolinguistic and the educational context in CLIL programs 1 A01 01 JB code 263285574 Jasone Cenoz Cenoz, Jasone Jasone Cenoz University of the Basque Country 07 https://benjamins.com/catalog/persons/263285574 01 eng 01 01 JB code lllt.47.15las 06 10.1075/lllt.47.15las 251 267 17 Article 19 01 04 "I always speak English in my classes" “I always speak English in my classes” 01 04 Reflections on the use of the L1/L2 in English-medium instruction Reflections on the use of the L1/L2 in English-medium instruction 1 A01 01 JB code 984285575 David Lasagabaster Lasagabaster, David David Lasagabaster University of the Basque Country 07 https://benjamins.com/catalog/persons/984285575 01 eng 30 00

The L1’s role in the foreign language classroom has always been fraught with controversy due to the dominance of the target language only principle. This chapter analyses this issue by letting teachers have their say, sharing their teaching experiences and reflecting upon how they use the L1 and L2 in their CLIL classes. Three discussion groups were organised, as this method serves to capture and analyse ideological discourses and encourages participants to express their perspectives and unearth contradictions. Analysis of the results indicates that current practices are arbitrary and that most teachers make decisions based on their beliefs, teaching experience and intuition.

01 01 JB code lllt.47.16bon 06 10.1075/lllt.47.16bon 269 285 17 Article 19 01 04 CLIL teachers' professionalization CLIL teachers’ professionalization 01 04 Between explicit knowledge and professional identity Between explicit knowledge and professional identity 1 A01 01 JB code 441285576 Andreas Bonnet Bonnet, Andreas Andreas Bonnet Hamburg University 07 https://benjamins.com/catalog/persons/441285576 2 A01 01 JB code 656285577 Stephan Breidbach Breidbach, Stephan Stephan Breidbach Humboldt University of Berlin 07 https://benjamins.com/catalog/persons/656285577 01 eng 30 00

This chapter presents a reflexive approach to teacher identity in CLIL, which is structurally similar to the sociolinguistic approach to language acquisition (e.g., Norton 2013), replacing psychological concepts (e.g., motivation) with sociological ones (e.g., investment). Teacher professionalization is understood as a reflexive, biographically embedded process of identity construction that can be modelled using the concept of Bildung as a transformation of a teacher’s relation to him‑ or herself and to the (professional) world s/he is acting in (Bonnet & Hericks 2013). We use this theoretical framework to explore the state of the art of international CLIL teacher research. Findings from the literature will be complemented by data from an ongoing research project.

01 01 JB code lllt.47.17daf 06 10.1075/lllt.47.17daf 287 306 20 Article 20 01 04 A sociolinguistic approach to the multifaceted Roles of English in English-medium education in multilingual university settings A sociolinguistic approach to the multifaceted Roles of English in English-medium education in multilingual university settings 1 A01 01 JB code 263285578 Emma Dafouz Dafouz, Emma Emma Dafouz Complutense University of Madrid 07 https://benjamins.com/catalog/persons/263285578 2 A01 01 JB code 591285579 Ute Smit Smit, Ute Ute Smit University of Vienna 07 https://benjamins.com/catalog/persons/591285579 01 eng 30 00

Over the last twenty years, English-medium education in tertiary settings has turned into a global reality, with higher education institutions (HEIs) across the world aiming to become increasingly international. Yet this apparently uniform move towards English-medium instruction comes in such a variety of highly diverse local realisations that, when looked at in detail, the homogenising function of English turns out to be more complex and multifaceted than initially expected (Smit & Dafouz 2012). Within this context, the chapter draws on a recently developed conceptual framework for describing English-medium education in multilingual university settings (or EMEMUS), known by the acronym ROAD-MAPPING (Dafouz & Smit 2016) and focuses specifically on one of the six core dimensions, namely Roles of English (in relation to other languages). With the help of illustrative discursive examples from two different HEIs, we contend that well-established notions (such as EFL, EAP, ESP and ELF) while useful for initial categorizations of English language usage, are, firstly, complex in themselves and, secondly, adopt predominantly linguistic perspectives, potentially sidelining other relevant societal, institutional, pedagogical and communicational factors.

01 01 JB code lllt.47.s2 06 10.1075/lllt.47.s2 Section header 21 01 04 Afterword Afterword 01 eng 01 01 JB code lllt.47.18nik 06 10.1075/lllt.47.18nik 307 312 6 Article 22 01 04 Emerging themes, future research directions Emerging themes, future research directions 1 A01 01 JB code 296285580 Tarja Nikula Nikula, Tarja Tarja Nikula 07 https://benjamins.com/catalog/persons/296285580 01 eng
01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com 02 https://benjamins.com/catalog/lllt.47 Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20170316 C 2017 John Benjamins D 2017 John Benjamins 02 WORLD 13 15 9789027213365 WORLD 09 01 JB 3 John Benjamins e-Platform 03 https://jbe-platform.com 29 https://jbe-platform.com/content/books/9789027266101 21 01 06 Corporate / Library / Education price 02 99.00 EUR 01 05 Consumer price 02 36.00 EUR 01 06 Corporate / Library / Education price 02 83.00 GBP GB 01 05 Consumer price 02 30.00 GBP GB 01 06 Corporate / Library / Education price 02 149.00 USD 01 05 Consumer price 02 54.00 USD
745015027 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code LL&LT 47 Pb 15 9789027213372 06 10.1075/lllt.47 13 2016045332 00 BC 08 570 gr 10 01 JB code LL&LT 02 1569-9471 02 47.00 01 02 Language Learning & Language Teaching Language Learning & Language Teaching 01 01 Applied Linguistics Perspectives on CLIL Applied Linguistics Perspectives on CLIL 1 B01 01 JB code 235199318 Ana Llinares Llinares, Ana Ana Llinares Autonomous University of Madrid 07 https://benjamins.com/catalog/persons/235199318 2 B01 01 JB code 184199319 Tom Morton Morton, Tom Tom Morton Birkbeck, University of London 07 https://benjamins.com/catalog/persons/184199319 01 eng 11 323 03 03 vi 03 00 317 03 01 23 418.0071 03 2017 P53.293 04 Language arts (Higher)--Correlation with content subjects. 04 Language and languages--Study and teaching (Higher) 04 Applied linguistics--Study and teaching. 04 Interdisciplinary approach in education. 04 Language and education. 04 Multilingual education. 10 LAN020000 12 CJA 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.COMPUT Computational & corpus linguistics 24 JB code LIN.LA Language acquisition 24 JB code LIN.EDUC Language teaching 01 06 02 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. 03 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. 01 00 03 01 01 D503 https://benjamins.com/covers/475/lllt.47.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027213365.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027213365.tif 01 01 D503 https://benjamins.com/covers/1200_front/lllt.47.pb.png 01 01 D503 https://benjamins.com/covers/125/lllt.47.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/lllt.47.pb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/lllt.47.pb.png 01 01 JB code lllt.47.s1 06 10.1075/lllt.47.s1 Section header 1 01 04 Introduction Introduction 01 eng 01 01 JB code lllt.47.01mor 06 10.1075/lllt.47.01mor 1 16 16 Article 1 01 04 Content and Language Integrated Learning (CLIL) Content and Language Integrated Learning (CLIL) 01 04 Type of programme or pedagogical model? Type of programme or pedagogical model? 1 A01 01 JB code 357285553 Tom Morton Morton, Tom Tom Morton Birkbeck, University of London 07 https://benjamins.com/catalog/persons/357285553 2 A01 01 JB code 440285554 Ana Llinares Llinares, Ana Ana Llinares The Autonomous University of Madrid 07 https://benjamins.com/catalog/persons/440285554 01 eng 01 01 JB code lllt.47.p1 06 10.1075/lllt.47.p1 17 17 1 Chapter 2 01 04 Part I. Second Language Acquisition (SLA) perspectives Part I. Second Language Acquisition (SLA) perspectives 01 01 JB code lllt.47.02lys 06 10.1075/lllt.47.02lys 19 31 13 Article 3 01 04 Introduction to part I Introduction to part I 01 04 SLA perspectives on learning and teaching language through content SLA perspectives on learning and teaching language through content 1 A01 01 JB code 197285555 Roy Lyster Lyster, Roy Roy Lyster McGill University 07 https://benjamins.com/catalog/persons/197285555 01 eng 01 01 JB code lllt.47.03gra 06 10.1075/lllt.47.03gra 33 50 18 Article 4 01 04 CLIL and SLA CLIL and SLA 01 04 Insights from an interactionist perspective Insights from an interactionist perspective 1 A01 01 JB code 702285556 María del Pilar García Mayo García Mayo, María del Pilar María del Pilar García Mayo University of the Basque Country 07 https://benjamins.com/catalog/persons/702285556 2 A01 01 JB code 10285557 María Basterrechea Basterrechea, María María Basterrechea 07 https://benjamins.com/catalog/persons/10285557 01 eng 30 00

The Interaction Hypothesis is one of the explanations for second language acquisition (SLA) (Hatch 1978; Long 1983). Numerous studies have shown that interaction facilitates SLA because learners have the opportunity to negotiate language input, receive feedback and modify their output (Long 1996; Pica 2013). However, there is little experimental research on interaction from this perspective in Content and Language Integrated Learning (CLIL) settings. The main goal of this chapter is to provide an overview of the main constructs of the interactionist framework and to see how they have been researched in studies that analyze the interlanguage of CLIL learners regarding their negotiation routines, attention to form and corrective feedback episodes.

01 01 JB code lllt.47.04syl 06 10.1075/lllt.47.04syl 51 65 15 Article 5 01 04 Motivation, second language learning and CLIL Motivation, second language learning and CLIL 1 A01 01 JB code 526285558 Liss Kerstin Sylvén Sylvén, Liss Kerstin Liss Kerstin Sylvén University of Gothenburg 07 https://benjamins.com/catalog/persons/526285558 01 eng 30 00

One of the most decisive factors influencing the learning of a second or a foreign language (L2/FL) seems to be learner motivation. Studies into motivation and L2/FL learning abound, but studies specifically targeting the role of language learning motivation in CLIL are scarce. This chapter will further illuminate this relationship. The chapter accounts for the theoretical underpinnings of motivation research, primarily in the form of the L2 Motivational Self System (L2MSS; Dörnyei 2005, 2009), but also integrative and instrumental motivation (Gardner & Lambert 1959). Further, an overview of existing studies on motivation and CLIL is presented. The chapter ends with a discussion on the pedagogical implications of previous research and how to move forward with CLIL, language learning and motivation.

01 01 JB code lllt.47.05sob 06 10.1075/lllt.47.05sob 67 88 22 Article 6 01 04 Investigating pragmatics in CLIL through students' requests Investigating pragmatics in CLIL through students’ requests 1 A01 01 JB code 132285559 Nashwa Nashaat-Sobhy Nashaat-Sobhy, Nashwa Nashwa Nashaat-Sobhy San Jorge University 07 https://benjamins.com/catalog/persons/132285559 01 eng 30 00

The study compares how three groups of learners at different educational levels in CLIL, post-CLIL and EFL classes modify their requests which were elicited by means of a written discourse completion task with two situations (different power relations). Data analysis is based on earlier request taxonomies (Alcón-Soler et al. 2005; Blum-Kulka et al. 1989), but the study also introduces new pragmatic features that appeared in the learners’ data. Qualitative and quantitative differences point to a duality in how learners use softening and aggravating request modifications, attributed to insufficient sociopragmatic knowledge. Among other finer results, the study shows that CLIL, as an educational approach, does not necessarily contribute to enhancing learners’ pragmatic competence if seen through the lens of making requests.

01 01 JB code lllt.47.p2 06 10.1075/lllt.47.p2 89 89 1 Chapter 7 01 04 Part II. Systemic Functional Linguistics (SFL) perspectives Part II. Systemic Functional Linguistics (SFL) perspectives 01 01 JB code lllt.47.06cof 06 10.1075/lllt.47.06cof 91 103 13 Article 8 01 04 Introduction to part II Introduction to part II 01 04 Systemic Functional Linguistics: A theory for integrating content-language learning (CLL) Systemic Functional Linguistics: A theory for integrating content-language learning (CLL) 1 A01 01 JB code 696285560 Caroline Coffin Coffin, Caroline Caroline Coffin The Open University, Milton Keynes 07 https://benjamins.com/catalog/persons/696285560 01 eng 01 01 JB code lllt.47.07mcc 06 10.1075/lllt.47.07mcc 105 124 20 Article 9 01 04 Genre and appraisal in CLIL history texts Genre and appraisal in CLIL history texts 01 04 Developing the voice of the historian Developing the voice of the historian 1 A01 01 JB code 268285561 Anne McCabe McCabe, Anne Anne McCabe Saint Louis University 07 https://benjamins.com/catalog/persons/268285561 2 A01 01 JB code 602285562 Rachel Whittaker Whittaker, Rachel Rachel Whittaker Autonomous University of Madrid 07 https://benjamins.com/catalog/persons/602285562 01 eng 30 00

This chapter offers a perspective on texts written in a CLIL class, highlighting the role of the interpersonal meanings covered by the appraisal framework (Martin & White 2005) in constructing the different genres of history, which are not only factual, but also include assigning value and indicating point of view. An analysis of appraisal in an 11,000-word longitudinal corpus of CLIL secondary student writing shows how texts are more or less successful in their selection of features from the appraisal systems as they respond to prompts, the higher-rated texts creating a more appropriate voice for the genre (Coffin 2006). Awareness of the categories of interpersonal meanings can allow teachers to make genre expectations explicit, helping improve student writing.

01 01 JB code lllt.47.08lli 06 10.1075/lllt.47.08lli 125 144 20 Article 10 01 04 Speech function analysis to explore CLIL students' spoken language for knowledge construction Speech function analysis to explore CLIL students’ spoken language for knowledge construction 1 A01 01 JB code 230285563 Ana Llinares Llinares, Ana Ana Llinares Autonomous University of Madrid 07 https://benjamins.com/catalog/persons/230285563 2 A01 01 JB code 298285564 Tom Morton Morton, Tom Tom Morton Birkbeck, University of London 07 https://benjamins.com/catalog/persons/298285564 01 eng 30 00

This chapter focuses on the register variable of tenor within systemic functional linguistics (SFL) to examine spoken interaction involving secondary CLIL history learners in two contexts: one-to-one interviews with a researcher, and role-plays with peers. Tenor refers to the role relationship between interactants, and its impact on language use. We adapt speech function analyses developed by Eggins and Slade (1997) for ordinary conversation to settings in which CLIL learners jointly construct aspects of content knowledge in one subject, history. The findings show that the negotiation and roles assigned to participants impacted on the ways the learners managed to construct history content knowledge. We argue that speech function analysis can throw light on how role relationships in spoken interaction can create or restrict affordances for the expression of content knowledge in CLIL.

01 01 JB code lllt.47.09for 06 10.1075/lllt.47.09for 145 164 20 Article 11 01 04 Multi-semiotic resources providing maximal input in teaching science through English Multi-semiotic resources providing maximal input in teaching science through English 1 A01 01 JB code 914285565 Gail Forey Forey, Gail Gail Forey The Hong Kong Polytechnic University 07 https://benjamins.com/catalog/persons/914285565 2 A01 01 JB code 231285566 John Polias Polias, John John Polias 07 https://benjamins.com/catalog/persons/231285566 01 eng 30 00

This chapter addresses the role of multimodal semiotic systems in teaching science through English as a second language. We argue that pedagogical concerns should focus on language and other semiotic choices that teachers use to scaffold their students’ learning. Through an investigation of the inter-relationship of different semiotic systems (modalities), we are able to develop models of best practice that can help inform teachers. We consider two broad educational contexts: one that is becoming more prevalent, where it may happen that English is neither the primary language for the students nor for the teachers, as in Hong Kong, and one that is commonplace in places, such as Australia, where there is a large proportion of students with English as an additional language studying in a country where English is the predominant language. We use video data from two secondary science classrooms in these two contexts to analyse how the teachers provide multiple access points to meaning and how they scaffold the learners into the disciplinary literacy of science.

01 01 JB code lllt.47.p3 06 10.1075/lllt.47.p3 165 165 1 Chapter 12 01 04 Part III. Discourse analysis perspectives Part III. Discourse analysis perspectives 01 01 JB code lllt.47.10dal 06 10.1075/lllt.47.10dal 167 181 15 Article 13 01 04 Introduction to part III Introduction to part III 01 04 Discourse Analysis and CLIL Discourse Analysis and CLIL 1 A01 01 JB code 686285567 Christiane Dalton-Puffer Dalton-Puffer, Christiane Christiane Dalton-Puffer University of Vienna 07 https://benjamins.com/catalog/persons/686285567 01 eng 01 01 JB code lllt.47.11esc 06 10.1075/lllt.47.11esc 183 200 18 Article 14 01 04 Classroom interactional competence in content and language integrated learning Classroom interactional competence in content and language integrated learning 1 A01 01 JB code 268285568 Cristina Escobar Urmeneta Escobar Urmeneta, Cristina Cristina Escobar Urmeneta The Autonomous University of Barcelona 07 https://benjamins.com/catalog/persons/268285568 2 A01 01 JB code 52285569 Steve Walsh Walsh, Steve Steve Walsh Newcastle University 07 https://benjamins.com/catalog/persons/52285569 01 eng 30 00

This chapter problematizes the Classroom Interactional Competence (CIC) of learners and teachers working in Content and Language Integrated Learning (CLIL) contexts. Through Multimodal Conversation Analysis (CA), we consider how CIC is enacted in dialogues which focus on both subject content and English. Our analysis reveals that (a) teachers’ deployment of multimodal resources ensures comprehension and self-selection; (b) teachers’ questions and evaluative feedback may play a major role in guiding the students; (c) the scarcity of teacher elicitations aimed at more elaborated learner responses may limit the development of academic discourse; and (d) groupwork may become a privileged environment for students to deploy and develop L2 interactional resources.

01 01 JB code lllt.47.12evn 06 10.1075/lllt.47.12evn 201 220 20 Article 15 01 04 Multimodal conversation analysis and CLIL classroom practices Multimodal conversation analysis and CLIL classroom practices 1 A01 01 JB code 763285570 Natalia Evnitskaya Evnitskaya, Natalia Natalia Evnitskaya Autonomous University of Madrid 07 https://benjamins.com/catalog/persons/763285570 2 A01 01 JB code 828285571 Teppo Jakonen Jakonen, Teppo Teppo Jakonen University of Jyväskylä 07 https://benjamins.com/catalog/persons/828285571 01 eng 30 00

This chapter introduces multimodal Conversation Analysis (CA) as a research framework for CLIL classroom interaction. We begin by presenting key methodological principles of CA and discussing how CA has recently broadened its analytical focus to examine how modalities such as gestures and texts are used as resources for interaction. Following this, we review recent (multimodal) CA work that has investigated teaching and learning practices in classrooms involving second language users, such as in CLIL and immersion settings. To illustrate the described methodological orientation, we briefly analyse one video-recorded interaction and conclude by suggesting research areas related to CLIL classrooms that could benefit from a multimodal CA perspective.

01 01 JB code lllt.47.13pas 06 10.1075/lllt.47.13pas 221 235 15 Article 16 01 04 Assessment for learning in CLIL classroom discourse Assessment for learning in CLIL classroom discourse 01 04 The case of metacognitive questions The case of metacognitive questions 1 A01 01 JB code 446285572 Irene Pascual Pascual, Irene Irene Pascual Autonomous University of Madrid 07 https://benjamins.com/catalog/persons/446285572 2 A01 01 JB code 641285573 Rachel Basse Basse, Rachel Rachel Basse 07 https://benjamins.com/catalog/persons/641285573 01 eng 30 00

This chapter explores the significance of metacognitive questions in primary CLIL classrooms in which teachers implement Assessment for Learning (AfL), a methodology which requires the teacher to help students assess learning gaps and work toward closing them (Black & Wiliam 1998a, 1998b; Black et al. 2003). We present illustrative data from a study comprising 9 AfL lessons belonging to a larger corpus. These sessions were analyzed qualitatively, focusing on extracts featuring metacognitive questions and how they affected teacher-student interaction. Using examples from the data, we show how metacognitive questions, as essential to an AfL approach, encourage students to reflect upon and verbalize their learning processes. Furthermore, they engage students in peer‑ and self-assessment, which also contributes to the awareness of learning gaps and prompts motivation to fill these gaps.

01 01 JB code lllt.47.p4 06 10.1075/lllt.47.p4 Section header 17 01 04 Part IV. Sociolinguistic perspectives Part IV. Sociolinguistic perspectives 01 01 JB code lllt.47.14cen 06 10.1075/lllt.47.14cen 239 249 11 Article 18 01 04 Introduction to part IV Introduction to part IV 01 04 The target language, the sociolinguistic and the educational context in CLIL programs The target language, the sociolinguistic and the educational context in CLIL programs 1 A01 01 JB code 263285574 Jasone Cenoz Cenoz, Jasone Jasone Cenoz University of the Basque Country 07 https://benjamins.com/catalog/persons/263285574 01 eng 01 01 JB code lllt.47.15las 06 10.1075/lllt.47.15las 251 267 17 Article 19 01 04 "I always speak English in my classes" “I always speak English in my classes” 01 04 Reflections on the use of the L1/L2 in English-medium instruction Reflections on the use of the L1/L2 in English-medium instruction 1 A01 01 JB code 984285575 David Lasagabaster Lasagabaster, David David Lasagabaster University of the Basque Country 07 https://benjamins.com/catalog/persons/984285575 01 eng 30 00

The L1’s role in the foreign language classroom has always been fraught with controversy due to the dominance of the target language only principle. This chapter analyses this issue by letting teachers have their say, sharing their teaching experiences and reflecting upon how they use the L1 and L2 in their CLIL classes. Three discussion groups were organised, as this method serves to capture and analyse ideological discourses and encourages participants to express their perspectives and unearth contradictions. Analysis of the results indicates that current practices are arbitrary and that most teachers make decisions based on their beliefs, teaching experience and intuition.

01 01 JB code lllt.47.16bon 06 10.1075/lllt.47.16bon 269 285 17 Article 19 01 04 CLIL teachers' professionalization CLIL teachers’ professionalization 01 04 Between explicit knowledge and professional identity Between explicit knowledge and professional identity 1 A01 01 JB code 441285576 Andreas Bonnet Bonnet, Andreas Andreas Bonnet Hamburg University 07 https://benjamins.com/catalog/persons/441285576 2 A01 01 JB code 656285577 Stephan Breidbach Breidbach, Stephan Stephan Breidbach Humboldt University of Berlin 07 https://benjamins.com/catalog/persons/656285577 01 eng 30 00

This chapter presents a reflexive approach to teacher identity in CLIL, which is structurally similar to the sociolinguistic approach to language acquisition (e.g., Norton 2013), replacing psychological concepts (e.g., motivation) with sociological ones (e.g., investment). Teacher professionalization is understood as a reflexive, biographically embedded process of identity construction that can be modelled using the concept of Bildung as a transformation of a teacher’s relation to him‑ or herself and to the (professional) world s/he is acting in (Bonnet & Hericks 2013). We use this theoretical framework to explore the state of the art of international CLIL teacher research. Findings from the literature will be complemented by data from an ongoing research project.

01 01 JB code lllt.47.17daf 06 10.1075/lllt.47.17daf 287 306 20 Article 20 01 04 A sociolinguistic approach to the multifaceted Roles of English in English-medium education in multilingual university settings A sociolinguistic approach to the multifaceted Roles of English in English-medium education in multilingual university settings 1 A01 01 JB code 263285578 Emma Dafouz Dafouz, Emma Emma Dafouz Complutense University of Madrid 07 https://benjamins.com/catalog/persons/263285578 2 A01 01 JB code 591285579 Ute Smit Smit, Ute Ute Smit University of Vienna 07 https://benjamins.com/catalog/persons/591285579 01 eng 30 00

Over the last twenty years, English-medium education in tertiary settings has turned into a global reality, with higher education institutions (HEIs) across the world aiming to become increasingly international. Yet this apparently uniform move towards English-medium instruction comes in such a variety of highly diverse local realisations that, when looked at in detail, the homogenising function of English turns out to be more complex and multifaceted than initially expected (Smit & Dafouz 2012). Within this context, the chapter draws on a recently developed conceptual framework for describing English-medium education in multilingual university settings (or EMEMUS), known by the acronym ROAD-MAPPING (Dafouz & Smit 2016) and focuses specifically on one of the six core dimensions, namely Roles of English (in relation to other languages). With the help of illustrative discursive examples from two different HEIs, we contend that well-established notions (such as EFL, EAP, ESP and ELF) while useful for initial categorizations of English language usage, are, firstly, complex in themselves and, secondly, adopt predominantly linguistic perspectives, potentially sidelining other relevant societal, institutional, pedagogical and communicational factors.

01 01 JB code lllt.47.s2 06 10.1075/lllt.47.s2 Section header 21 01 04 Afterword Afterword 01 eng 01 01 JB code lllt.47.18nik 06 10.1075/lllt.47.18nik 307 312 6 Article 22 01 04 Emerging themes, future research directions Emerging themes, future research directions 1 A01 01 JB code 296285580 Tarja Nikula Nikula, Tarja Tarja Nikula 07 https://benjamins.com/catalog/persons/296285580 01 eng
01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com 02 https://benjamins.com/catalog/lllt.47 Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20170316 C 2017 John Benjamins D 2017 John Benjamins 02 WORLD WORLD US CA MX 09 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 21 175 17 01 00 Unqualified price 02 JB 1 02 36.00 EUR 02 00 Unqualified price 02 30.00 01 Z 0 GBP GB US CA MX 01 01 JB 2 John Benjamins Publishing Company +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 21 175 17 01 00 Unqualified price 02 JB 1 02 54.00 USD
841015025 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code LL&LT 47 Hb 15 9789027213365 06 10.1075/lllt.47 13 2016045332 00 BB 08 710 gr 10 01 JB code LL&LT 02 1569-9471 02 47.00 01 02 Language Learning & Language Teaching Language Learning & Language Teaching 01 01 Applied Linguistics Perspectives on CLIL Applied Linguistics Perspectives on CLIL 1 B01 01 JB code 235199318 Ana Llinares Llinares, Ana Ana Llinares Autonomous University of Madrid 07 https://benjamins.com/catalog/persons/235199318 2 B01 01 JB code 184199319 Tom Morton Morton, Tom Tom Morton Birkbeck, University of London 07 https://benjamins.com/catalog/persons/184199319 01 eng 11 323 03 03 vi 03 00 317 03 01 23 418.0071 03 2017 P53.293 04 Language arts (Higher)--Correlation with content subjects. 04 Language and languages--Study and teaching (Higher) 04 Applied linguistics--Study and teaching. 04 Interdisciplinary approach in education. 04 Language and education. 04 Multilingual education. 10 LAN020000 12 CJA 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.COMPUT Computational & corpus linguistics 24 JB code LIN.LA Language acquisition 24 JB code LIN.EDUC Language teaching 01 06 02 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. 03 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. 01 00 03 01 01 D503 https://benjamins.com/covers/475/lllt.47.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027213365.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027213365.tif 01 01 D503 https://benjamins.com/covers/1200_front/lllt.47.hb.png 01 01 D503 https://benjamins.com/covers/125/lllt.47.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/lllt.47.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/lllt.47.hb.png 01 01 JB code lllt.47.s1 06 10.1075/lllt.47.s1 Section header 1 01 04 Introduction Introduction 01 eng 01 01 JB code lllt.47.01mor 06 10.1075/lllt.47.01mor 1 16 16 Article 1 01 04 Content and Language Integrated Learning (CLIL) Content and Language Integrated Learning (CLIL) 01 04 Type of programme or pedagogical model? Type of programme or pedagogical model? 1 A01 01 JB code 357285553 Tom Morton Morton, Tom Tom Morton Birkbeck, University of London 07 https://benjamins.com/catalog/persons/357285553 2 A01 01 JB code 440285554 Ana Llinares Llinares, Ana Ana Llinares The Autonomous University of Madrid 07 https://benjamins.com/catalog/persons/440285554 01 eng 01 01 JB code lllt.47.p1 06 10.1075/lllt.47.p1 17 17 1 Chapter 2 01 04 Part I. Second Language Acquisition (SLA) perspectives Part I. Second Language Acquisition (SLA) perspectives 01 01 JB code lllt.47.02lys 06 10.1075/lllt.47.02lys 19 31 13 Article 3 01 04 Introduction to part I Introduction to part I 01 04 SLA perspectives on learning and teaching language through content SLA perspectives on learning and teaching language through content 1 A01 01 JB code 197285555 Roy Lyster Lyster, Roy Roy Lyster McGill University 07 https://benjamins.com/catalog/persons/197285555 01 eng 01 01 JB code lllt.47.03gra 06 10.1075/lllt.47.03gra 33 50 18 Article 4 01 04 CLIL and SLA CLIL and SLA 01 04 Insights from an interactionist perspective Insights from an interactionist perspective 1 A01 01 JB code 702285556 María del Pilar García Mayo García Mayo, María del Pilar María del Pilar García Mayo University of the Basque Country 07 https://benjamins.com/catalog/persons/702285556 2 A01 01 JB code 10285557 María Basterrechea Basterrechea, María María Basterrechea 07 https://benjamins.com/catalog/persons/10285557 01 eng 30 00

The Interaction Hypothesis is one of the explanations for second language acquisition (SLA) (Hatch 1978; Long 1983). Numerous studies have shown that interaction facilitates SLA because learners have the opportunity to negotiate language input, receive feedback and modify their output (Long 1996; Pica 2013). However, there is little experimental research on interaction from this perspective in Content and Language Integrated Learning (CLIL) settings. The main goal of this chapter is to provide an overview of the main constructs of the interactionist framework and to see how they have been researched in studies that analyze the interlanguage of CLIL learners regarding their negotiation routines, attention to form and corrective feedback episodes.

01 01 JB code lllt.47.04syl 06 10.1075/lllt.47.04syl 51 65 15 Article 5 01 04 Motivation, second language learning and CLIL Motivation, second language learning and CLIL 1 A01 01 JB code 526285558 Liss Kerstin Sylvén Sylvén, Liss Kerstin Liss Kerstin Sylvén University of Gothenburg 07 https://benjamins.com/catalog/persons/526285558 01 eng 30 00

One of the most decisive factors influencing the learning of a second or a foreign language (L2/FL) seems to be learner motivation. Studies into motivation and L2/FL learning abound, but studies specifically targeting the role of language learning motivation in CLIL are scarce. This chapter will further illuminate this relationship. The chapter accounts for the theoretical underpinnings of motivation research, primarily in the form of the L2 Motivational Self System (L2MSS; Dörnyei 2005, 2009), but also integrative and instrumental motivation (Gardner & Lambert 1959). Further, an overview of existing studies on motivation and CLIL is presented. The chapter ends with a discussion on the pedagogical implications of previous research and how to move forward with CLIL, language learning and motivation.

01 01 JB code lllt.47.05sob 06 10.1075/lllt.47.05sob 67 88 22 Article 6 01 04 Investigating pragmatics in CLIL through students' requests Investigating pragmatics in CLIL through students’ requests 1 A01 01 JB code 132285559 Nashwa Nashaat-Sobhy Nashaat-Sobhy, Nashwa Nashwa Nashaat-Sobhy San Jorge University 07 https://benjamins.com/catalog/persons/132285559 01 eng 30 00

The study compares how three groups of learners at different educational levels in CLIL, post-CLIL and EFL classes modify their requests which were elicited by means of a written discourse completion task with two situations (different power relations). Data analysis is based on earlier request taxonomies (Alcón-Soler et al. 2005; Blum-Kulka et al. 1989), but the study also introduces new pragmatic features that appeared in the learners’ data. Qualitative and quantitative differences point to a duality in how learners use softening and aggravating request modifications, attributed to insufficient sociopragmatic knowledge. Among other finer results, the study shows that CLIL, as an educational approach, does not necessarily contribute to enhancing learners’ pragmatic competence if seen through the lens of making requests.

01 01 JB code lllt.47.p2 06 10.1075/lllt.47.p2 89 89 1 Chapter 7 01 04 Part II. Systemic Functional Linguistics (SFL) perspectives Part II. Systemic Functional Linguistics (SFL) perspectives 01 01 JB code lllt.47.06cof 06 10.1075/lllt.47.06cof 91 103 13 Article 8 01 04 Introduction to part II Introduction to part II 01 04 Systemic Functional Linguistics: A theory for integrating content-language learning (CLL) Systemic Functional Linguistics: A theory for integrating content-language learning (CLL) 1 A01 01 JB code 696285560 Caroline Coffin Coffin, Caroline Caroline Coffin The Open University, Milton Keynes 07 https://benjamins.com/catalog/persons/696285560 01 eng 01 01 JB code lllt.47.07mcc 06 10.1075/lllt.47.07mcc 105 124 20 Article 9 01 04 Genre and appraisal in CLIL history texts Genre and appraisal in CLIL history texts 01 04 Developing the voice of the historian Developing the voice of the historian 1 A01 01 JB code 268285561 Anne McCabe McCabe, Anne Anne McCabe Saint Louis University 07 https://benjamins.com/catalog/persons/268285561 2 A01 01 JB code 602285562 Rachel Whittaker Whittaker, Rachel Rachel Whittaker Autonomous University of Madrid 07 https://benjamins.com/catalog/persons/602285562 01 eng 30 00

This chapter offers a perspective on texts written in a CLIL class, highlighting the role of the interpersonal meanings covered by the appraisal framework (Martin & White 2005) in constructing the different genres of history, which are not only factual, but also include assigning value and indicating point of view. An analysis of appraisal in an 11,000-word longitudinal corpus of CLIL secondary student writing shows how texts are more or less successful in their selection of features from the appraisal systems as they respond to prompts, the higher-rated texts creating a more appropriate voice for the genre (Coffin 2006). Awareness of the categories of interpersonal meanings can allow teachers to make genre expectations explicit, helping improve student writing.

01 01 JB code lllt.47.08lli 06 10.1075/lllt.47.08lli 125 144 20 Article 10 01 04 Speech function analysis to explore CLIL students' spoken language for knowledge construction Speech function analysis to explore CLIL students’ spoken language for knowledge construction 1 A01 01 JB code 230285563 Ana Llinares Llinares, Ana Ana Llinares Autonomous University of Madrid 07 https://benjamins.com/catalog/persons/230285563 2 A01 01 JB code 298285564 Tom Morton Morton, Tom Tom Morton Birkbeck, University of London 07 https://benjamins.com/catalog/persons/298285564 01 eng 30 00

This chapter focuses on the register variable of tenor within systemic functional linguistics (SFL) to examine spoken interaction involving secondary CLIL history learners in two contexts: one-to-one interviews with a researcher, and role-plays with peers. Tenor refers to the role relationship between interactants, and its impact on language use. We adapt speech function analyses developed by Eggins and Slade (1997) for ordinary conversation to settings in which CLIL learners jointly construct aspects of content knowledge in one subject, history. The findings show that the negotiation and roles assigned to participants impacted on the ways the learners managed to construct history content knowledge. We argue that speech function analysis can throw light on how role relationships in spoken interaction can create or restrict affordances for the expression of content knowledge in CLIL.

01 01 JB code lllt.47.09for 06 10.1075/lllt.47.09for 145 164 20 Article 11 01 04 Multi-semiotic resources providing maximal input in teaching science through English Multi-semiotic resources providing maximal input in teaching science through English 1 A01 01 JB code 914285565 Gail Forey Forey, Gail Gail Forey The Hong Kong Polytechnic University 07 https://benjamins.com/catalog/persons/914285565 2 A01 01 JB code 231285566 John Polias Polias, John John Polias 07 https://benjamins.com/catalog/persons/231285566 01 eng 30 00

This chapter addresses the role of multimodal semiotic systems in teaching science through English as a second language. We argue that pedagogical concerns should focus on language and other semiotic choices that teachers use to scaffold their students’ learning. Through an investigation of the inter-relationship of different semiotic systems (modalities), we are able to develop models of best practice that can help inform teachers. We consider two broad educational contexts: one that is becoming more prevalent, where it may happen that English is neither the primary language for the students nor for the teachers, as in Hong Kong, and one that is commonplace in places, such as Australia, where there is a large proportion of students with English as an additional language studying in a country where English is the predominant language. We use video data from two secondary science classrooms in these two contexts to analyse how the teachers provide multiple access points to meaning and how they scaffold the learners into the disciplinary literacy of science.

01 01 JB code lllt.47.p3 06 10.1075/lllt.47.p3 165 165 1 Chapter 12 01 04 Part III. Discourse analysis perspectives Part III. Discourse analysis perspectives 01 01 JB code lllt.47.10dal 06 10.1075/lllt.47.10dal 167 181 15 Article 13 01 04 Introduction to part III Introduction to part III 01 04 Discourse Analysis and CLIL Discourse Analysis and CLIL 1 A01 01 JB code 686285567 Christiane Dalton-Puffer Dalton-Puffer, Christiane Christiane Dalton-Puffer University of Vienna 07 https://benjamins.com/catalog/persons/686285567 01 eng 01 01 JB code lllt.47.11esc 06 10.1075/lllt.47.11esc 183 200 18 Article 14 01 04 Classroom interactional competence in content and language integrated learning Classroom interactional competence in content and language integrated learning 1 A01 01 JB code 268285568 Cristina Escobar Urmeneta Escobar Urmeneta, Cristina Cristina Escobar Urmeneta The Autonomous University of Barcelona 07 https://benjamins.com/catalog/persons/268285568 2 A01 01 JB code 52285569 Steve Walsh Walsh, Steve Steve Walsh Newcastle University 07 https://benjamins.com/catalog/persons/52285569 01 eng 30 00

This chapter problematizes the Classroom Interactional Competence (CIC) of learners and teachers working in Content and Language Integrated Learning (CLIL) contexts. Through Multimodal Conversation Analysis (CA), we consider how CIC is enacted in dialogues which focus on both subject content and English. Our analysis reveals that (a) teachers’ deployment of multimodal resources ensures comprehension and self-selection; (b) teachers’ questions and evaluative feedback may play a major role in guiding the students; (c) the scarcity of teacher elicitations aimed at more elaborated learner responses may limit the development of academic discourse; and (d) groupwork may become a privileged environment for students to deploy and develop L2 interactional resources.

01 01 JB code lllt.47.12evn 06 10.1075/lllt.47.12evn 201 220 20 Article 15 01 04 Multimodal conversation analysis and CLIL classroom practices Multimodal conversation analysis and CLIL classroom practices 1 A01 01 JB code 763285570 Natalia Evnitskaya Evnitskaya, Natalia Natalia Evnitskaya Autonomous University of Madrid 07 https://benjamins.com/catalog/persons/763285570 2 A01 01 JB code 828285571 Teppo Jakonen Jakonen, Teppo Teppo Jakonen University of Jyväskylä 07 https://benjamins.com/catalog/persons/828285571 01 eng 30 00

This chapter introduces multimodal Conversation Analysis (CA) as a research framework for CLIL classroom interaction. We begin by presenting key methodological principles of CA and discussing how CA has recently broadened its analytical focus to examine how modalities such as gestures and texts are used as resources for interaction. Following this, we review recent (multimodal) CA work that has investigated teaching and learning practices in classrooms involving second language users, such as in CLIL and immersion settings. To illustrate the described methodological orientation, we briefly analyse one video-recorded interaction and conclude by suggesting research areas related to CLIL classrooms that could benefit from a multimodal CA perspective.

01 01 JB code lllt.47.13pas 06 10.1075/lllt.47.13pas 221 235 15 Article 16 01 04 Assessment for learning in CLIL classroom discourse Assessment for learning in CLIL classroom discourse 01 04 The case of metacognitive questions The case of metacognitive questions 1 A01 01 JB code 446285572 Irene Pascual Pascual, Irene Irene Pascual Autonomous University of Madrid 07 https://benjamins.com/catalog/persons/446285572 2 A01 01 JB code 641285573 Rachel Basse Basse, Rachel Rachel Basse 07 https://benjamins.com/catalog/persons/641285573 01 eng 30 00

This chapter explores the significance of metacognitive questions in primary CLIL classrooms in which teachers implement Assessment for Learning (AfL), a methodology which requires the teacher to help students assess learning gaps and work toward closing them (Black & Wiliam 1998a, 1998b; Black et al. 2003). We present illustrative data from a study comprising 9 AfL lessons belonging to a larger corpus. These sessions were analyzed qualitatively, focusing on extracts featuring metacognitive questions and how they affected teacher-student interaction. Using examples from the data, we show how metacognitive questions, as essential to an AfL approach, encourage students to reflect upon and verbalize their learning processes. Furthermore, they engage students in peer‑ and self-assessment, which also contributes to the awareness of learning gaps and prompts motivation to fill these gaps.

01 01 JB code lllt.47.p4 06 10.1075/lllt.47.p4 Section header 17 01 04 Part IV. Sociolinguistic perspectives Part IV. Sociolinguistic perspectives 01 01 JB code lllt.47.14cen 06 10.1075/lllt.47.14cen 239 249 11 Article 18 01 04 Introduction to part IV Introduction to part IV 01 04 The target language, the sociolinguistic and the educational context in CLIL programs The target language, the sociolinguistic and the educational context in CLIL programs 1 A01 01 JB code 263285574 Jasone Cenoz Cenoz, Jasone Jasone Cenoz University of the Basque Country 07 https://benjamins.com/catalog/persons/263285574 01 eng 01 01 JB code lllt.47.15las 06 10.1075/lllt.47.15las 251 267 17 Article 19 01 04 "I always speak English in my classes" “I always speak English in my classes” 01 04 Reflections on the use of the L1/L2 in English-medium instruction Reflections on the use of the L1/L2 in English-medium instruction 1 A01 01 JB code 984285575 David Lasagabaster Lasagabaster, David David Lasagabaster University of the Basque Country 07 https://benjamins.com/catalog/persons/984285575 01 eng 30 00

The L1’s role in the foreign language classroom has always been fraught with controversy due to the dominance of the target language only principle. This chapter analyses this issue by letting teachers have their say, sharing their teaching experiences and reflecting upon how they use the L1 and L2 in their CLIL classes. Three discussion groups were organised, as this method serves to capture and analyse ideological discourses and encourages participants to express their perspectives and unearth contradictions. Analysis of the results indicates that current practices are arbitrary and that most teachers make decisions based on their beliefs, teaching experience and intuition.

01 01 JB code lllt.47.16bon 06 10.1075/lllt.47.16bon 269 285 17 Article 19 01 04 CLIL teachers' professionalization CLIL teachers’ professionalization 01 04 Between explicit knowledge and professional identity Between explicit knowledge and professional identity 1 A01 01 JB code 441285576 Andreas Bonnet Bonnet, Andreas Andreas Bonnet Hamburg University 07 https://benjamins.com/catalog/persons/441285576 2 A01 01 JB code 656285577 Stephan Breidbach Breidbach, Stephan Stephan Breidbach Humboldt University of Berlin 07 https://benjamins.com/catalog/persons/656285577 01 eng 30 00

This chapter presents a reflexive approach to teacher identity in CLIL, which is structurally similar to the sociolinguistic approach to language acquisition (e.g., Norton 2013), replacing psychological concepts (e.g., motivation) with sociological ones (e.g., investment). Teacher professionalization is understood as a reflexive, biographically embedded process of identity construction that can be modelled using the concept of Bildung as a transformation of a teacher’s relation to him‑ or herself and to the (professional) world s/he is acting in (Bonnet & Hericks 2013). We use this theoretical framework to explore the state of the art of international CLIL teacher research. Findings from the literature will be complemented by data from an ongoing research project.

01 01 JB code lllt.47.17daf 06 10.1075/lllt.47.17daf 287 306 20 Article 20 01 04 A sociolinguistic approach to the multifaceted Roles of English in English-medium education in multilingual university settings A sociolinguistic approach to the multifaceted Roles of English in English-medium education in multilingual university settings 1 A01 01 JB code 263285578 Emma Dafouz Dafouz, Emma Emma Dafouz Complutense University of Madrid 07 https://benjamins.com/catalog/persons/263285578 2 A01 01 JB code 591285579 Ute Smit Smit, Ute Ute Smit University of Vienna 07 https://benjamins.com/catalog/persons/591285579 01 eng 30 00

Over the last twenty years, English-medium education in tertiary settings has turned into a global reality, with higher education institutions (HEIs) across the world aiming to become increasingly international. Yet this apparently uniform move towards English-medium instruction comes in such a variety of highly diverse local realisations that, when looked at in detail, the homogenising function of English turns out to be more complex and multifaceted than initially expected (Smit & Dafouz 2012). Within this context, the chapter draws on a recently developed conceptual framework for describing English-medium education in multilingual university settings (or EMEMUS), known by the acronym ROAD-MAPPING (Dafouz & Smit 2016) and focuses specifically on one of the six core dimensions, namely Roles of English (in relation to other languages). With the help of illustrative discursive examples from two different HEIs, we contend that well-established notions (such as EFL, EAP, ESP and ELF) while useful for initial categorizations of English language usage, are, firstly, complex in themselves and, secondly, adopt predominantly linguistic perspectives, potentially sidelining other relevant societal, institutional, pedagogical and communicational factors.

01 01 JB code lllt.47.s2 06 10.1075/lllt.47.s2 Section header 21 01 04 Afterword Afterword 01 eng 01 01 JB code lllt.47.18nik 06 10.1075/lllt.47.18nik 307 312 6 Article 22 01 04 Emerging themes, future research directions Emerging themes, future research directions 1 A01 01 JB code 296285580 Tarja Nikula Nikula, Tarja Tarja Nikula 07 https://benjamins.com/catalog/persons/296285580 01 eng
01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com 02 https://benjamins.com/catalog/lllt.47 Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20170316 C 2017 John Benjamins D 2017 John Benjamins 02 WORLD WORLD US CA MX 09 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 21 15 26 01 00 Unqualified price 02 JB 1 02 99.00 EUR 02 00 Unqualified price 02 83.00 01 Z 0 GBP GB US CA MX 01 01 JB 2 John Benjamins Publishing Company +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 21 15 26 01 00 Unqualified price 02 JB 1 02 149.00 USD