Discourse in Content and Language Integrated Learning (CLIL) Classrooms
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.
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Abuja activity types actually analysis applied linguistics asking aspects Austrian Austrian schools cells chapter classroom discourse classroom interaction classroom talk CLIL classes CLIL classrooms CLIL data CLIL lessons cognitive communication communicative competence Communicative Language Teaching competence complex concepts constructivist conversation Conversation Analysis correction definitions direct discussion display questions educational Ehlich and Rehbein English errors example explanations explicit Extract fact feedback foreign language formal genre German goals grade 11 guage hypothesizing individual initiation instance instructional register interpersonal interviews kind knowledge language learning learners lexical lexical gaps means okay other-repair participants pedagogical pragmatic present study realization referential questions regard regulative register relationship relevant repair requests role script second language self-repair situation social speakers specific speech acts strategies structure student responses teacher monologue teacher questions teaching theory tion topic Triadic Dialogue typical utterances whole class interaction