Applied linguistics perspectives on CLIL /
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| Online Access: |
Full text (MCPHS users only) |
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| Other Authors: | , |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
Amsterdam ; Philadelphia :
John Benjamins Publishing Company,
2017
|
| Series: | Language learning and language teaching ;
v. 47. |
| Subjects: | |
| Local Note: | ProQuest Ebook Central |
Table of Contents:
- Intro
- 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.
