Discourse in Content and Language Integrated Learning (CLIL) Classrooms

Author
ORCID logoChristiane Dalton-Puffer | University of Vienna
HardboundAvailable
ISBN 9789027219794 | EUR 110.00 | USD 165.00
 
PaperbackAvailable
ISBN 9789027219817 | EUR 36.00 | USD 54.00
 
e-Book
ISBN 9789027291936 | EUR 110.00/36.00*
| USD 165.00/54.00*
 
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The label CLIL stands for classrooms where a foreign language (English) is used as a medium of instruction in content subjects. This book provides a first in-depth analysis of the kind of communicative abilities which are embodied in such CLIL classrooms. It examines teacher and student talk at secondary school level from different discourse-analytic angles, taking into account the interpersonal pragmatics of classroom discourse and how school subjects are talked into being during lessons. The analysis shows how CLIL classroom interaction is strongly shaped by its institutional context, which in turn conditions the ways in which students experience, use and learn the target language. The research presented here suggests that CLIL programmes require more explicit language learning goals in order to fully exploit their potential for furthering the learners’ appropriation of a foreign language as a medium of learning.
[Language Learning & Language Teaching, 20] 2007.  xii, 330 pp.
Publishing status: Available
Table of Contents
“This book is an extremely rich and suggestive statement about the limitations and possibilities of the CLIL classroom as a space for language learning. As Dalton-Puffer rightly puts it, she has staked out the field for a whole research program for years to come (p. 297). Research into European CLIL classrooms has indeed only just begun, and Dalton-Puffer’s book is the most serious statement about what can be accomplished in them in terms of language learning yet published. As such, it should be required reading for those who are serious about the implementation of CLIL and other bilingual education experiences across a range of contexts.”
“Content and language integrated learning has become a buzzword in today's language planning and policy making, especially in Europe. However, little empirical research has been conducted to support claims as to its actual differences from regular foreign language classrooms let alone its alleged effectiveness in teaching language, content or both. Dalton-Puffer's volume fills this gap in a very methodical and accessible way [...]. This book has a lot to offer to different audiences. For graduate students exploring different methodologies or those about to write up their research for publication it can serve as a model or inspiration. For practitioners of CLIL, EAP or ESP, it provides a window into how discourse is really performed in such settings. For the veteran applied linguist, its rich data and extensive citation record should make it a worthwhile reference material for comparison purposes and for locating resources. Dalton-Puffer's volume can be considered a key contribution to understanding CLIL classrooms and will hopefully impact further CLIL decision-making on European, national and institutional level, in research, administration and teaching. ”
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This list is based on CrossRef data as of 14 february 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects

Main BIC Subject

CJA: Language teaching theory & methods

Main BISAC Subject

FOR000000: FOREIGN LANGUAGE STUDY / General
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