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Discourse In Content And Language Integrated Learning Clil Classrooms

Discourse In Content And Language Integrated Learning Clil Classrooms
Author: Christiane Dalton-Puffer
Publisher: John Benjamins Publishing
ISBN: 9789027219794
Size: 29.94 MB
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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.
Discourse in Content and Language Integrated Learning (CLIL) Classrooms
Language: un
Pages: 330
Authors: Christiane Dalton-Puffer
Categories: Language Arts & Disciplines
Type: BOOK - Published: 2007 - Publisher: John Benjamins Publishing
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.
Discourse in Content and Language Integrated Learning (CLIL) Classrooms
Language: en
Pages: 330
Authors: Christiane Dalton-Puffer
Categories: Language Arts & Disciplines
Type: BOOK - Published: 2007-09-27 - Publisher: John Benjamins Publishing
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.
Discourse in Content and Language Integrated Learning (CLIL) Classrooms
Language: en
Pages: 330
Authors: Christiane Dalton-Puffer
Categories: Language Arts & Disciplines
Type: BOOK - Published: 2007 - Publisher: John Benjamins Publishing Company
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."
Discourse in Content and Language Integrated Learning (CLIL) Classroom
Language: un
Pages: 330
Authors: Christiane Dalton-Puffer
Categories: Language Arts & Disciplines
Type: BOOK - Published: 2007 - Publisher:
Books about Discourse in Content and Language Integrated Learning (CLIL) Classroom
Content and Language Integrated Learning in Spanish and Japanese Contexts
Language: en
Pages: 417
Authors: Keiko Tsuchiya, María Dolores Pérez Murillo
Categories: Education
Type: BOOK - Published: 2019-11-23 - Publisher: Springer Nature
This edited book compiles pedagogical practices and studies of Content and Language Integrated Learning (CLIL) from two sites: Spain, where CLIL has been widely implemented for more than a decade, and Japan, where the CLIL approach is still in its relative infancy, and quickly gaining momentum. Focusing on three aspects of the CLIL implementations: policy, practice and pedagogy, the authors describe how CLIL has evolved in distinctive socio-political, historical and cultural contexts. The chapters range across primary, secondary and tertiary education, and examine English language teaching and learning at both the macro level - through language education policy - and the micro level - with a focus on classroom interaction and pedagogy. This book fills a gap in the English as a Medium of Instruction (EMI) literature, and will be of particular interest to language teachers, teacher trainers, and students and scholars of applied linguistics more broadly.
Examining Content and Language Integrated Learning (CLIL) Theories and Practices
Language: en
Pages: 325
Authors: Khalyapina, Liudmila
Categories: Education
Type: BOOK - Published: 2020-05-08 - Publisher: IGI Global
The growing interest in the problems of integrated foreign language teaching and professional disciplines is manifested in the formulation of new concepts and approaches, which at the moment are controversial. The lack of a common conceptual framework of integrated education in the system of higher professional education in different countries manifests itself in the attempts of researchers to either completely eliminate the achievements of their colleagues in this area or, without any scientific and practical justification, mechanically transfer foreign experiences in their conditions. Examining Content and Language Integrated Learning (CLIL) Theories and Practices is a cutting-edge research publication that investigates the different approaches and models of progressive technology within linguodidactics and the methodologies for teaching foreign languages. Highlighting a range of topics such as blended learning, cognition, and professional discourse, this book is essential for language teachers, linguists, curriculum developers, instructional designers, deans, researchers, practitioners, administrators, educators, academicians, and students.
Language Use and Language Learning in CLIL Classrooms
Language: en
Pages: 295
Authors: Christiane Dalton-Puffer, Tarja Nikula, Ute Smit
Categories: Language Arts & Disciplines
Type: BOOK - Published: 2010 - Publisher: John Benjamins Publishing
This volume explores a highly topical issue in second and foreign language education: the spreading practice in mainstream education to teach content subjects through a foreign language. CLIL has been enthusiastically embraced as a language enrichment measure in many contexts and finally research can offer principled insights into its dynamics and potentials. The editors introductory and concluding chapters offer a synthesis of current CLIL research as well as a critical discussion of unresolved issues relating both to theoretical concerns and research practice. The individual contributions by authors from a range of European contexts report on current empirical research in this dynamic field. The focus of these chapters ranges from theoretical to empirical, from learning outcomes to classroom talk, examining both the written and spoken mode across secondary and tertiary educational contexts. This volume is a valuable resource not only for researchers and teachers but also for policy makers."
Conceptualising Integration in CLIL and Multilingual Education
Language: en
Pages: 271
Authors: Tarja Nikula, Emma Dafouz, Pat Moore, Dr. Ute Smit
Categories: Language Arts & Disciplines
Type: BOOK - Published: 2016-08-18 - Publisher: Multilingual Matters
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.
Applied Linguistics Perspectives on CLIL
Language: en
Pages: 317
Authors: Ana Llinares, Tom Morton
Categories: Language Arts & Disciplines
Type: BOOK - Published: 2017-03-16 - Publisher: John Benjamins Publishing Company
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.
Professional Development of CLIL Teachers
Language: en
Pages: 154
Authors: Yuen Yi Lo
Categories: Education
Type: BOOK - Published: 2020-02-03 - Publisher: Springer Nature
This book investigates how teacher educators can facilitate the professional development of Content and Language Integrated Learning teachers, and discusses the effectiveness of such efforts and factors affecting it. It proposes theoretical models of professional development for Content and Language Integrated Learning teachers, documents empirical evidence showing the effectiveness of the models, and sheds lights on the various methodological approaches for research in the field.