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Title: Empirical Perspectives on CLIL Classroom Discourse

Empirical Perspectives on CLIL Classroom Discourse

by Christiane Dalton-Puffer (Volume editor) Ute Smit (Volume editor)
©2007 Conference proceedings 330 Pages
Education
Series: Sprache im Kontext, Volume 26

Summary

Similar to immersion, Content and language Integrated Learning (CLIL) combines second language education with other content-subjects and has become an important educational approach in many parts of the world. Only recently research on CLIL classrooms has started to emerge on the international scene. This volume presents current work dealing with classrooms located in Australia, Austria, Belgium, Finland, Germany and the UK, focussing on various dimensions of classroom talk such as oral proficiency, repair, the structure of learning opportunities, cognitive effects, pragmatic differences from traditional EFL lessons as well as issues of research methodology. These are complemented by the discussion of educational policies and the perceptions and attitudes of CLIL teachers.

Details

Pages
330
Publication Year
2007
ISBN (PDF)
9783653018295
DOI
10.3726/978-3-653-01829-5
Language
English
Publication date
2012 (August)
Keywords
Aufsatzsammlung Bildungspolitik Englischunterricht Immersionsunterreicht Unterrichtsdiskurs Holocaust Primar-Sekundar-Tertiar-Stufe Unterrichtsgespräch
Published
Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Wien, 2007. 329 pp., num. fig. and tables
Product Safety
Peter Lang Group AG

Biographical notes

Christiane Dalton-Puffer (Volume editor) Ute Smit (Volume editor)

The Editors: 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. Ute Smit is a senior lecturer in English linguistics at the University of Vienna (Austria). Her research interests fall into the intersection of applied linguistics and socio-linguistics and she has published on the role of English in South Africa, as well as on attitudes of advanced EFL learners towards different native and non-native varieties of English. Her present research focus is on English as a lingua franca as a classroom language.

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Title: Empirical Perspectives on CLIL Classroom Discourse