Language use and language learning in CLIL classrooms / edited by Christiane Dalton-Puffer, Tarja Nikula, Ute Smit.

Format:

Book

Contributor:

Dalton-Puffer, Christiane, 1961-

Nikula, Tarja.

Smit, Ute.

Series:

AILA applied linguistics series ; v. 7.

AILA applied linguistics series ; v. 7

Language:

English

Subjects (All):

Language and languages--Study and teaching.

Language and languages.

Language arts--Correlation with content subjects.

Language arts.

Physical Description:

x, 295 p.

Edition:

1st ed.

Other Title:

Language use and language learning in Content and Language Integrated Learning classrooms

Place of Publication:

Amsterdam ; Philadelphia : John Benjamins Pub. Co., 2010.

Language Note:

English

Summary:

Based on a longitudinal study of an international educational programme in English as the participants' lingua franca, this chapter argues for 'integrative explaining' as a new construct that offers direct access to analysing content and language integrated learning at the micro-level. A detailed discourse-pragmatic analysis of twelve lessons spread over two years in this tertiary classroom community of practice has revealed distinct patterns of explaining subject-specific versus general terms and expressions. The results offer new and revealing insights into, firstly, the community-specific discursive 'principle of joint forces' and, secondly, the different activation of subject- vs. language expertise in discursively integrating new concepts into already shared knowledge.

Contents:

Language Use and Language Learning in CLIL Classrooms

Editorial page

Title page

LCC data

Table of contents

Acknowledgements

Preface

References

Charting policies, premises and research on content and language integrated learning

1. Defining CLIL

2. CLIL in Europe: Policy and implementation

3. Underlying assumptions

4. Overview of research on CLIL

5. On theoretical and methodological trends

6. Introducing the volume

Websites mentioned

Part I. General and theoretical issues

On the natural emergence of language structures in CLIL

1. Introduction

2. Methodology

3. Results and discussion

3.1 Samples from the corpus

3.2 The alignment of grammar and content in CLIL learner discourse

3.3 The transfer of L1 academic knowledge into an L2

3.4 The growth of L2 interlanguage in CLIL

4. Conclusion

The pragmatics of L2 in CLIL

2. Which pragmatics of SLA?

3. Pragmatic effects in CLIL

3.1 Data

3.2 Spoken production or classroom activity?

3.3 Through the bottleneck: The pragmatics of CLIL

3.4 Further evidence for the mask effect

4. Conclusion: Cognitive echo

Part II. CLIL at the secondary level

A cross-sectional analysis of oral narratives by children with CLIL and non-CLIL instruction

2. Theoretical background

2.1 Narratives

2.2 Communicative strategies

3. Setting and participants

3.1 CLIL in Austria

3.2 Participants and data collection

4. Findings

4.1 Macro-level (creating coherent narratives)

4.2 Micro-level (mastering the language system)

4.3 Communicative strategies

5. Conclusion

Using a genre-based approach to integrating content and language in CLIL

2. Genre and subject-specific literacy.

3. Genre-based pedagogy

4. Genres in secondary school history

5. Three examples of classroom practice in secondary CLIL history

5.1 Classroom Examples 1 and 2: building field knowledge together

5.2 Classroom Example 3: Student presentations

6. Genre and the 4 Cs approach to CLIL

7. Genre and CLIL teacher education

8. Conclusion

Effects of CLIL on a teacher's classroom language use

2. Theoretical approach, data and methods of analysis

3. Findings

3.1 Different patterns of interaction

3.2 Subtle means of meaning making used differently

4. Concluding remarks

Appendix

Transcription conventions

Writing and speaking in the history class

2. Theoretical background: Genre and register

3. The study

4. Analysis of the data

4.1 Process types

4.1.1 Circumstances

4.1.2 Clause complexes

4.1.3 Modality

5. Discussion

6. Conclusions and pedagogic implications

Language as a meaning making resource in learning and teaching content

2. Systemic functional theory

2.1 Grammatical metaphor

2.1.1 Syntactic intricacy

2.2.2 Thematic organization

4. Methodology

5. Results

5.1 Grammatical metaphor: Syntactic perspective

5.2 Grammatical metaphor: Thematic perspective

6. Discussion

The CLIL differential

2. Literature review on CLIL writing

3. The case study: Sample and method

3.1 A model for rating writing ability

4.1 Task fulfilment

4.2 Organisation

4.3 Grammar

4.4 Vocabulary

1. Rating scale used for assessment (adapted from Friedl/Auer 2007):

2. Sample texts

Written production and CLIL

2. The Basque Country and CLIL.

3. Hypotheses

4. The study

4.1 Participants

4.2 Instruments and procedure

7. Conclusions

Acknowledgement

Part III. CLIL at the tertiary level

Metadiscursive devices in university lectures

1.1 Aims and scope

1.2 The data: Collection and description

2. Lectures from the perspective of systemic functional linguistics and genre theory

2.1 Lectures as an educational genre: A functional view

2.2 A metadiscourse taxonomy for lecture analysis

3. Findings and discussion: Lecture performance in Spanish (L1) and English (L2)

3.1 Discourse Structure markers

3.2 Interaction markers

3.3 Conclusion markers

4. Conclusions and implications

Language Matters

2. Method

2.1 Dependent variables

3. Results and analysis

3.1 Lecture comprehension issues

3.2 Background variables

4. Discussion

4.1 Validity

4.2 Improving EM instruction

SOME QUESTIONS ABOUT YOUR BACKGROUND

Have you received any other forms of English instruction in high school? (You may give several answers)

QUESTIONS ABOUT YOUR UNIVERSITY LEVEL STUDIES

QUESTIONS ABOUT YOUR ATTENDING AN ENGLISH-MEDIUM COURSE OR PROGRAM

Indicate your reasons for attending an English-Medium course:

QUESTIONS ABOUT YOUR UNDERSTANDING OF LECTURES IN YOUR FIRST LANGUAGE (SUCH AS NORWEGIAN). YOU MAY ANSWER ON THE BASIS OF COURSES YOU HAVE HAD EARLIER.

QUESTIONS ABOUT YOUR UNDERSTANDING OF LECTURES IN ENGLISH

IF YOU HAVE TIME TO ANSWER:

CLIL in an English as a lingua franca (ELF) classroom

2. The study: Setting and methodology

3. On conceptualising 'interactive explaining'

4. Analysing intex on lexical items

4.1 Explaining subject-specific terms.

4.2 Explaining general language terms.

5. Conclusions

Language use and language learning in CLIL

1. Summary of findings

2. Contentious issues

2.1 Dilemmas of comparison and implications of research for practice

2.2 Policy and reality: tensions and pretensions

2.3 CLIL or CEIL (Content and English Integrated Learning)?

2.4 Integrating language and content - from duality to fusion?

Subject index

The AILA Applied Linguistics Series.

Notes:

Bibliographic Level Mode of Issuance: Monograph

Includes bibliographical references and index.

ISBN:

9786612976926

9781282976924

1282976923

9789027287519

9027287511

OCLC:

697609368