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Empirical Perspectives on CLIL Classroom Discourse


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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Monika Ziegelwagner - Chancen und Probleme des CLIL-Geschichtsunterrichts. Sichtweisen aus der Lehrerlnnen-Praxis 291


Chancen und Probleme des CLIL-Geschichts- unterrichts. Sichtweisen a us der Lehrerlnnen- Praxis Monika Ziegelwagner English summary Chances and problems in CLIL-history teaching- practical perspectives CLIL is the new sports car in the Austrian education system - modern, popular and encouraging innovation in teaching and learning. More and more educationalists want to possess it in order to drive their students towards a better educational future. The central question in this connection is why CLIL is so popular. Why does it make sense to integrate the English language into content teaching? Can any additional value be gained through doing this? Indeed there can: CLIL offers and promises chances both for language learning and content learning. However, apart from these positive aspects there are also certain problems and possible risks one should not ignore. In a survey for a diploma thesis, Austrian teachers who use English as the language of instruction in history classes were asked to report about their practical experience and share their opinion on opportunities, prob- lems, aims, techniques and changes the foreign language introduced. Thirty-two teachers completed the questionnaire, allowing important in- sights into the practice of CLIL. Although CLIL-teaching was introduced and has so far been seen mainly as an opportunity to enhance English language acquisition, the teachers questioned stated (to the percentage of about 60%) that they teach CLIL-lessons also because of the chances it offers for history teaching. Regarding the opportunities for language acquisition, the survey showed that more than 90% of those questioned recognize that...

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