Nikula / Dafouz / Moore Conceptualising Integration in CLIL and Multilingual Education

Erscheinungsjahr 2016
ISBN: 978-1-78309-615-2
Verlag: Multilingual Matters
Format: EPUB
Kopierschutz: 6 - ePub Watermark

E-Book, Englisch, Band 101

Reihe: Bilingual Education & Bilingualism

Content and Language Integrated Learning (CLIL) is a form of education that combines language and content learning objectives, a shared concern with other models of bilingual education. While CLIL research has often addressed learning outcomes, this volume focuses on how integration can be conceptualised and investigated. Using different theoretical and methodological approaches, ranging from socioconstructivist learning theories to systemic functional linguistics, the book explores three intersecting perspectives on integration concerning curriculum and pedagogic planning, participant perceptions and classroom practices. The ensuing multidimensionality highlights that in the inherent connectedness of content and language, various institutional, pedagogical and personal aspects of integration also need to be considered.

Autoren/Hrsg.

Nikula, Tarja

Dafouz, Emma

Moore, Pat

Smit, Ute

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Mehrsprachigkeit
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform

Inhaltsverzeichnis

Contributors

Acknowledgements

Rick De Graaff: Foreword: Integrating Content and Language in Education: Best of Both Worlds?

Tarja Nikula, Christiane Dalton-Puffer, Ana Llinares and Francisco Lorenzo: More Than Content and Language: The Complexity of Integration in CLIL and Multilingual Education

Part 1: Curriculum and Pedagogy Planning

1. Christiane Dalton-Puffer: Cognitive Discourse Functions: Specifying an Integrative Interdisciplinary Construct

2. Francisco Lorenzo and Christiane Dalton-Puffer: Historical Literacy in CLIL: Telling the Past in a Second Language

3. Angela Berger: Learning Mathematics Bilingually: An Integrated Language and Mathematics Model (ILMM) of Word Problem Solving Processes in English as a Foreign Language

4. Richard Barwell: A Bakhtinian Perspective on Language and Content Integration: Encountering the Alien Word in Second Language Mathematics Classrooms

Part 2: Participants

5. Emma Dafouz, Julia Hüttner and Ute Smit: University Teachers’ Beliefs of Language and Content Integration in English-Medium Education in Multilingual University Settings

6. Kristiina Skinnari and Eveliina Bovellan: CLIL Teachers’ Beliefs about Integration and about their Professional Roles: Perspectives from a European Context

Part 3: Practices

7. Tom Morton and Teppo Jakonen: Integration of Language and Content through Languaging in CLIL Classroom Interaction: A Conversation Analysis Perspective

8. Ana Llinares and Tarja Nikula: Teacher and Student Evaluative Language in CLIL across Contexts: Integrating SFL and Pragmatic Approaches

9. Pat Moore and Tarja Nikula: Translanguaging in CLIL Classrooms

10. Constant Leung and Tom Morton: Conclusion: Language Competence, Learning and Pedagogy in CLIL - Deepening and Broadening Integration

References

Über Autor(innen)

Smit, Ute
Ute Smit’s main research focus is on English used as a classroom language in various educational settings, by combining micro, meso and macro perspectives. Her publications deal with ELF (English as a lingua franca), CLIL (Content and Language Integrated Learning), EMEMUS (English Medium Education in Multilingual University Settings), teacher beliefs and language policy. Recent projects include ‘ADiBE’, ‘CLIL@HTL’ and ‘INTE-R.LICA.’ She was a co-founding member of the AILA Research Network on CLIL and Immersion Education, and is presently a board member of the ICLHE (Integrating Content and Language in Higher Education) Association.

Nikula, Tarja
Tarja Nikula is Professor in the Centre for Applied Language Studies at the University of Jyväskylä, Finland. She has extensive experience in CLIL research and has published widely on her areas of interest. In particular, she has been involved in conceptualising integration and the challenges it poses for the taken-for-granted notions of language, content and their learning, as well as in exploring CLIL from classroom interaction perspectives. Her current interests include exploring knowledge-building practices from a disciplinary literacy perspective and as a multisemiotic endeavour. She is well networked internationally and is leading a WG on conceptualising disciplinary literacies as part of COST Action CLIL Network for Languages in Education: Towards bi- and multilingual disciplinary literacies, chaired by professor Julia Hüttner.

Moore, Pat
Pat Moore is a Senior Lecturer in the Department of Languages and Translation at the University Pablo de Olavide, where both her teaching and research revolve around questions of language education. Nowadays most of her teaching is at post-graduate level, with pre-service and in-service teacher development, and her research is centred on various facets of bilingualism – both from the perspective of bilingual education (teachers) and emerging bilinguality (students). She recently co-edited a monograph devoted to tertiary bilingual education for the Spanish journal Porta Linguarum and published an article in the ELT Journal discussing the idea of bilinguality as the goal of EFL. She is also one of the editors of Conceptualising Integration in CLIL and Multilingual Education, published by Multilingual Matters in 2016. Prior to Sevilla she worked at universities in the UK, China and Brazil – where she spent some time at UFES; thereby laying the seeds for the international collaboration behind this chapter.

Dafouz, Emma
Emma Dafouz is Professor of English Linguistics at Complutense University of Madrid. Her research deals with the roles and uses of English in educational settings, both in CLIL programs and in multilingual higher education. Her research has been published in international journals such as Applied Linguistics, Modern Language Journal or Journal of Multilingual and Multicultural Development. Recent publications include ROAD-MAPPING English-medium education in the Internationalised University (2020, Palgrave MacMillan co-authored with Ute Smit) and Researching English-medium higher education: Diverse applications and critical evaluations of the ROAD-MAPPING framework (2023, Routledge co-edited with Smit). She is Principal Investigator of the international project SHIFT, funded by the Spanish Government.

Tarja Nikula is Professor at the Centre for Applied Language Studies, University of Jyväskylä, Finland. Her research interests include CLIL, classroom discourse, pragmatics of language learning and use, language education policies, multilingual classroom practices.

Emma Dafouz is Associate Professor in the Department of English Language and Linguistics at the Universidad Complutense de Madrid, Spain. Her research interests include CLIL, English-medium instruction, language policies, higher education and classroom discourse.

Pat Moore is Senior Lecturer in the Department of Philology and Translation at the Universidad Pablo de Olavide, Spain. Her research interests include CLIL, bilingualism, translanguaging, bilingual education and classroom praxis.

Ute Smit is Associate Professor in the Department of English Studies at the University of Vienna, Austria. Her research interests include CLIL, English-medium instruction, English as a lingua franca, language policy and classroom discourse.