Applied Linguistics Perspectives on CLIL

Editorial page

Title page

LCC data

Table of contents

Content and Language Integrated Learning (CLIL)

Why applied linguistics perspectives on CLIL?

Second language acquisition (SLA) perspective

Systemic functional linguistics (SFL) perspective

Discourse analysis perspective

Sociolinguistic perspectives

An overview of the sections and chapters

References

Second Language Acquisition (SLA) perspectives

Introduction to part I

Introduction

Benefits of content-based approaches

Explaining shortcomings

Insights from cognitive psychology

Integrating language and content

Proactive interventions

Reactive interventions

Conclusion

References

CLIL and SLA

Introduction

The Interaction Hypothesis

Interactionist-based research in CLIL

Conclusion and implications for further research

Acknowledgements

References

Motivation, second language learning and CLIL

Introduction

Theoretical perspectives on motivation and language learning

Motivation in CLIL and L2/FL classrooms

Studies on CLIL/immersion and motivation

Interpreting research on motivation in CLIL: The CLISS project

Conclusion

References

Investigating pragmatics in CLIL through students’ requests

Introduction

Interlanguage pragmatics in CLIL

A study of requests by CLIL and non-CLIL students

Softening external modifiers

Softening internal modifiers

Softening strategies

Marked 'please' and aggravating external modifiers

Aggravating internal modifiers

Aggravating strategies

Imperatives, obligation-statements and HA-SOA/P

Action-ceasing verbs

Discussion and concluding remarks

References

Systemic Functional Linguistics (SFL) perspectives

Introduction to part II

Introduction

Theorizing the relationship between language and content learning: An SFL perspective

Content and/or language? Overarching approaches to CLIL

CLIL Scenario 1 – Content focused

CLIL Scenario 2 – Language focused

Content as language: integrating two sides of the same coin

Ideational meaning and analysis

Interpersonal meaning and analysis

Textual meaning and analysis

SFL research into disciplinary meaning making and teaching-learning

SFL research into disciplinary meaning making

SFL research into students’ development of subject specific meaning making

SFL design of, and research into, classroom interventions and interaction

Key issues

References

Genre and appraisal in CLIL history texts

Introduction

The framework applied: Genre, appraisal and the ‘voice’ of the historian

School genres

Appraisal

The voices of the historian

The texts, their evaluation and analysis

The texts

Expert holistic rating of the texts

Appraisal analysis

Learning to deploy appraisal resources and create different voices: Some evidence

Attitude

Engagement

Conclusion and implications

Acknowledgements

References

Speech function analysis to explore CLIL students’ spoken language for knowledge construction

Introduction

Role-plays and interviews as contexts for knowledge construction and language production in CLIL

Speech function analysis in educational contexts

Exploring CLIL students’ use of speech functions in role-plays and interviews

Students’ use of speech functions across the two tasks: The broader picture

Role assignment and negotiation in interviews

Confronting and challenging in role-plays

Construing content knowledge in prolonging moves: The uses of enhancement

Discussion and conclusion

References

Multi-semiotic resources providing maximal input in teaching science through English

Introduction

Examining some characteristics of best practice

Classroom context 1

Classroom context 2

Activity 1 – Phase 1

Activity 1 – Phase 2

Activity 1 – Phase 3

Activity 2

Conclusion

References

Discourse analysis perspectives

Introduction to part III

Why is it relevant to study CLIL through the lens of discourse analysis?

What are the cornerstones of a discourse analysis approach to CLIL?

What kind of data are typically used in discourse analysis studies of CLIL?

The focus of CLIL classroom discourse analysis

Focus 1: Processes of knowledge construction: Learning “the subject” via L2

Focus 2: CLIL classroom as a context of language use and a space of social (inter)action

Linguistic competence

Discourse competence

Strategic competence

Intercultural competence

Sociolinguistic competence

Conclusion

References

Classroom interactional competence in content and language integrated learning

Introduction

Classroom interactional competence

CIC in a CLIL classroom: An illustrative study

CIC in teacher-class interaction

CIC in learner-learner interaction

Discussion and conclusion

Acknowledgements

References

Multimodal conversation analysis and CLIL classroom practices

Introduction

Key CA principles and topics

CA-for-SLA

CA and bilingual classrooms

Illustrating a multimodal CA approach to CLIL

‘From so much heating, it’s now dead’

Discussion and concluding remarks

References

Assessment for learning in CLIL classroom discourse

Introduction

Assessment for Learning and Interaction in CLIL

Metacognitive questions in CLIL AfL classrooms

Investigating the use of metacognitive questions in AfL CLIL primary classroom discourse

Context of the study

Methodology

Results

Discussion and conclusions

References

Sociolinguistic perspectives

Introduction to part IV

Introduction

CLIL and education

The continua of multilingual education in CLIL

The characteristics of the target language

The status of the target language

Linguistic typology

Language contact

Previous knowledge of other languages

The sociolinguistic context

The educational context

The learning of languages as school subjects

The extent of the CLIL program

Teaching and learning strategies

Teacher education

Conclusion

Acknowledgements

References

“I always speak English in my classes”

Introduction

L1/L2 use in CLIL

Teachers’ beliefs

A study on the use of L1/L2 in CLIL

Results

Discussion and conclusion

Acknowledgements

References

CLIL teachers’ professionalization

Introduction

Teacher knowledge and identity

Knowledge and identity in CLIL teacher research

A study of CLIL teacher knowledge and identity

CLIL teachers between pedagogical and disciplinary orientation

Case I

Case II

Comparison of cases

Discussion

Conclusion

References

A sociolinguistic approach to the multifaceted Roles of English in English-medium education in multilingual university settings

Introduction

English-medium education in multilingual university settings: The ROAD-MAPPING framework

Exemplifying Roles of English

Revisiting ‘Roles of English’ from different conceptual perspectives

Re-analyzing and discussing ‘Roles of English’ within the ROAD-MAPPING framework

Final considerations

References

Emerging themes, future research directions

The centrality of interaction

Reconceptualising the role of language in CLIL

Attention to mindsets: Beliefs, identities, motivations

The role of English

In conclusion

References

Subject index