Discourse in Content and Language Integrated Learning (CLIL) Classrooms

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John Benjamins Publishing, 2007 - Language Arts & Disciplines - 330 pages
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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.
 

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Contents

CHAPTER
7
CHAPTER
11
chapter
13
chapter 3
45
Content teaching meaning making and the construction
65
chapter 5
92
CHAPTER 6
127
classroom directives
173
CHAPTER 8
205
chapter 9
257
chapter 10
293
Notes
299
243
323
Index
327
Copyright

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About the author (2007)

Christiane Dalton-Puffer is associate professor of English linguistics at the University of Vienna (Austria). In recent years she has researched and published on CLIL-classroom interaction. Her other research interests include L2 phonology, learner attitudes, bilingual education, morphology and the history of the English language. She is the author of several books and articles.

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