Full Description
This book represents the first collection of studies on Content and Language Integrated Learning (CLIL) which brings together a range of perspectives through which CLIL has been investigated within Applied Linguistics. The book aims to show how the four perspectives of Second Language Acquisition (SLA), Systemic Functional Linguistics (SFL), Discourse Analysis, and Sociolinguistics highlight different important aspects of CLIL as a context for second language development. Each of the four sections in the book opens with an overview of one of the perspectives written by a leading scholar in the field, and is then followed by three empirical studies which focus on specific aspects of CLIL seen from this perspective. Topics covered include motivation, the use of tasks, pragmatic development, speech functions in spoken interaction, the use of evaluative language in expressing content knowledge in writing, multimodal interaction, assessment for learning, L1 use in the classroom, English-medium instruction in universities, and CLIL teachers' professional identities.
Contents
1. Introduction; 1. Content and Language Integrated Learning (CLIL): Type of programme or pedagogical model? (by Morton, Tom); 2. Part I. Second Language Acquisition (SLA) perspectives; 3. Introduction to part I: SLA perspectives on learning and teaching language through content (by Lyster, Roy); 4. CLIL and SLA: Insights from an interactionist perspective (by Garcia Mayo, Maria del Pilar); 5. Motivation, second language learning and CLIL (by Sylven, Liss Kerstin); 6. Investigating pragmatics in CLIL through students' requests (by Sobhy, Nashwa Nashaat); 7. Part II. Systemic Functional Linguistics (SFL) perspectives; 8. Introduction to part II: Systemic Functional Linguistics: A theory for integrating content-language learning (CLL) (by Coffin, Caroline); 9. Genre and appraisal in CLIL history texts: Developing the voice of the historian (by McCabe, Anne); 10. Speech function analysis to explore CLIL students' spoken language for knowledge construction (by Llinares, Ana); 11. Multi-semiotic resources providing maximal input in teaching science through English (by Forey, Gail); 12. Part III. Discourse analysis perspectives; 13. Introduction to part III: Discourse Analysis and CLIL (by Dalton-Puffer, Christiane); 14. Classroom interactional competence in content and language integrated learning (by Escobar Urmeneta, Cristina); 15. Multimodal conversation analysis and CLIL classroom practices (by Evnitskaya, Natalia); 16. Assessment for learning in CLIL classroom discourse: The case of metacognitive questions (by Pascual, Irene); 17. Part IV. Sociolinguistic perspectives; 18. Introduction to part IV: The target language, the sociolinguistic and the educational context in CLIL programs (by Cenoz, Jasone); 19. "I always speak English in my classes": Reflections on the use of the L1/L2 in English-medium instruction (by Lasagabaster, David); 19. CLIL teachers' professionalization: Between explicit knowledge and professional identity (by Bonnet, Andreas); 20. A sociolinguistic approach to the multifaceted Roles of English in English-medium education in multilingual university settings (by Dafouz, Emma); 21. Afterword; 22. Emerging themes, future research directions (by Nikula, Tarja)
