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Empirical Perspectives on CLIL Classroom Discourse

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Edited By Christiane Dalton-Puffer and Ute Smit

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.

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Katja Lochtman - Die mündliche Fehlerkorrektur in CLIL und im traditionellen Fremdsprachenunterricht: ein Vergleich 119

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Die miindliche Fehlerkorrektur in CLIL und im traditionellen Fremdsprachenunterricht: ein Ver- gleich Katja Lochtman English summary Oral error correction in CLIL and in traditional FL teaching: a compari- son Language teaching and learning research aims to investigate in how far typical interactional patterns between teachers and students support or influence foreign language (FL) acquisition. An important part of this learning process is the principle of the negotiation of meaning in 'authen- tic' interaction (Long 1983 ). It is assumed that comprehensible input is the causal factor for FL acquisition. Interactional sequences which make the input more understandable are seen as helping the learning process and, therefore, are recommended for teaching. Research in Canadian im- mersion teaching and learning has shown in which ways interactional processes in CLIL support the negotiation of meaning (Swain 1985; Lys- ter and Ranta 1997), but evidential proof for a causal relation between interactional sequences negotiating meaning and FL acquisition is still outstanding (Henrici 1995; Lyster 2003). What has been shown, however, is that, on average, pupils in immersion programs outperform pupils in traditional FL classes with regard to the listening and speaking skills (Lightbown 2001; Lyster 2003). As one of the reasons for these improved skills researchers suggested the specificities of the CLIL classroom dis- course and its interactional sequences. What the researchers were less satisfied with was the degree of grammatical correctness found in the learner language of their respondents (Swain 1998; Lyster 2003 ). This is why recent investigations stress the relevance of the focus...

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