Buch, Englisch, Band 7, 295 Seiten, Format (B × H): 164 mm x 245 mm, Gewicht: 700 g
Buch, Englisch, Band 7, 295 Seiten, Format (B × H): 164 mm x 245 mm, Gewicht: 700 g
Reihe: AILA Applied Linguistics Series
ISBN: 978-90-272-0523-0
Verlag: John Benjamins Publishing Company
This volume explores a highly topical issue in second and foreign language education: the spreading practice in mainstream education to teach content subjects through a foreign language. CLIL has been enthusiastically embraced as a language enrichment measure in many contexts and finally research can offer principled insights into its dynamics and potentials. The editors’ introductory and concluding chapters offer a synthesis of current CLIL research as well as a critical discussion of unresolved issues relating both to theoretical concerns and research practice. The individual contributions by authors from a range of European contexts report on current empirical research in this dynamic field. The focus of these chapters ranges from theoretical to empirical, from learning outcomes to classroom talk, examining both the written and spoken mode across secondary and tertiary educational contexts. This volume is a valuable resource not only for researchers and teachers but also for policy makers.
Autoren/Hrsg.
Fachgebiete
Weitere Infos & Material
This is a provisional table of contents, and subject to changes.
Table of contents
Acknowledgements
Preface
Charting policies, premises and research on content and language integrated learning
Christiane Dalton-Puffer, Tarja Nikula and Ute Smit
Part I General and theoretical issues
On the natural emergence of language structures in CLIL: Towards a theory of European educational bilingualism
Francisco Lorenzo and Patrick Moore
The pragmatics of L2 in CLIL
Didier Maillat
Part II CLIL at the secondary level
A cross-sectional analysis of oral narratives by children with CLIL and non-CLIL instruction
Julia Hüttner and Angelika Rieder-Bünemann
Using a genre-based approach to integrating content and language in CLIL: The example of secondary history
Tom Morton
Effects of CLIL on a teacher’s classroom language use
Tarja Nikula
Writing and speaking in the history class: A comparative analysis of CLIL and first language contexts
Ana Llinares García and Rachel Whittaker
Language as a meaning making resource in learning and teaching content: Analysing historical writing in content and language integrated learning
Heini-Marja Jarvinen
The CLIL differential: Comparing the writing of CLIL and non-CLIL students in higher colleges of technology
Silvia Jexenflicker and Christiane Dalton-Puffer
Written production and CLIL: An empiricial study
Yolanda Ruiz de Zarobe
Part III CLIL at the tertiary level
Metadiscursive devices in university lectures: A contrastive analysis of L1 and L2 teacher performance
Emma Dafouz Milne and Begoña Núñez Perucha
Language Matters: Assessing lecture comprehension in Norwegian English-medium higher education
Glenn Ole Hellekjær
CLIL in an English as a lingua franca (ELF) classroom: On explaining terms and expressions interactively
Ute Smit
Language use and language learning in CLIL: Current findings and contentious issues
Christiane Dalton-Puffer, Tarja Nikula and Ute Smit
