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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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Ute Smit - ELF as medium of instruction – interactional repair in international hotel management education 227

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ELF (English as a lingua franca) as medium of in- struction - interactional repair in international ho- tel management education* Ute Smit 1. Introduction While most research on CLIL has focussed on secondary education ( cf. other contributions in this volume or 'The CLIL Compendium' 1), a great deal of learning in and through a second or foreign language, notably Eng- lish, takes place on the tertiary level. Besides the multitude of foreign stu- dents in the 'Inner Circle' and the almost exclusively English-medium universities in the 'Outer Circle' (Kachru 1986)- both of which are not directly relevant to the present topic- there are a growing number of post- secondary English-medium programs in mainland Europe. Motivated by the internationalism of research and professional working life as well as the wish and necessity to attract international students, more and more tertiary institutions offer internationally-oriented programs in English alone or in combination with the local language (e.g. Ammon and McConnell 2002, Wilkinson ed. 2004). Such educational programs share with secondary CLIL classes that the participants are all L2 speakers of English and, to put it simply, use English as a means to an end, namely to learn new subject content. They are different, though, insofar as pupils in secondary CLIL programs tend to be relatively homogeneous in their cultural composition, with the participants sharing the same first or dominant language. Tertiary English-medium programs, on the other hand, often offer 'elitist' education (De Mejia 2002) and tend to attract culturally and linguistically highly...

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