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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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Contributors 327


Contributors Laure Allain studied linguistics at the Vrije Universiteit Brussel and is involved in various research projects about language policy in secondary and higher education. She is preparing a doctoral dissertation about the effects of language policies on language learning. Her research interests include multilingualism, CLIL learning, discourse analysis and ethnogra- phy. Margaret Dowering's teaching and research life centres on the education of language teachers. For many years she taught in the teacher education programme of University of Western Australia in Perth as well as doing teacher education assignments in many Asian countries. She is now Re- search Director for the adult migrant English program nation-wide at the National Centre of English Language Teaching and Research (NCELTR) at Macquarie University in Sydney. Barbara Buchholz holds a PhD in Educational Sciences from the Univer- sity of Vienna, Austria, and an MA in Education and Professional Devel- opment from the University of Norwich, UK. Formerly a primary school teacher, she is now professor of foreign language didactics and cultural studies at the Federal College of Education in Burgenland, working as a teacher trainer and multiplier also in other national and international con- texts. Her research interest is in early foreign language learning, recently in the transition between elementary and secondary schools in English. Evy Ceuleers studied linguistics at the Vrije Universiteit Brussel and is currently working on a doctoral dissertation on the relation between sec- ond language learning and identity in a multilingual context. Her research interests include the relation between societal...

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