Applied Linguistics Perspectives on CLIL

Editors

Ana Llinares | Autonomous University of Madrid

Tom Morton | Birkbeck, University of London

Hardbound – Available

ISBN 9789027213365 | EUR 99.00 | USD 149.00

Paperback – Available

ISBN 9789027213372 | EUR 36.00 | USD 54.00

e-Book –

ISBN 9789027266101 | EUR 99.00/36.00*
| USD 149.00/54.00*

This book represents the first collection of studies on Content and Language Integrated Learning (CLIL) which brings together a range of perspectives through which CLIL has been investigated within Applied Linguistics. The book aims to show how the four perspectives of Second Language Acquisition (SLA), Systemic Functional Linguistics (SFL), Discourse Analysis, and Sociolinguistics highlight different important aspects of CLIL as a context for second language development. Each of the four sections in the book opens with an overview of one of the perspectives written by a leading scholar in the field, and is then followed by three empirical studies which focus on specific aspects of CLIL seen from this perspective. Topics covered include motivation, the use of tasks, pragmatic development, speech functions in spoken interaction, the use of evaluative language in expressing content knowledge in writing, multimodal interaction, assessment for learning, L1 use in the classroom, English-medium instruction in universities, and CLIL teachers’ professional identities.

[Language Learning & Language Teaching, 47] 2017. vi, 317 pp.

Publishing status:

https://doi.org/10.1075/lllt.47

Table of Contents

Introduction. Content and Language Integrated Learning (CLIL): Type of programme or pedagogical model?

Tom Morton and Ana Llinares | pp. 1–16

Part I. Second Language Acquisition (SLA) perspectives

Introduction to part I: SLA perspectives on learning and teaching language through content

Roy Lyster | pp. 19–31

CLIL and SLA: Insights from an interactionist perspective

María del Pilar García Mayo and María Basterrechea | pp. 33–50

Motivation, second language learning and CLIL

Liss Kerstin Sylvén | pp. 51–65

Investigating pragmatics in CLIL through students’ requests

Nashwa Nashaat Sobhy | pp. 67–88

Part II. Systemic Functional Linguistics (SFL) perspectives

Introduction to part II: Systemic Functional Linguistics: A theory for integrating content-language learning (CLL)

Caroline Coffin | pp. 91–103

Genre and appraisal in CLIL history texts: Developing the voice of the historian

Anne McCabe and Rachel Whittaker | pp. 105–124

Speech function analysis to explore CLIL students’ spoken language for knowledge construction

Ana Llinares and Tom Morton | pp. 125–144

Multi-semiotic resources providing maximal input in teaching science through English

Gail Forey and John Polias | pp. 145–164

Part III. Discourse analysis perspectives

Introduction to part III: Discourse Analysis and CLIL

Christiane Dalton-Puffer | pp. 167–181

Classroom interactional competence in content and language integrated learning

Cristina Escobar Urmeneta and Steve Walsh | pp. 183–200

Multimodal conversation analysis and CLIL classroom practices

Natalia Evnitskaya and Teppo Jakonen | pp. 201–220

Assessment for learning in CLIL classroom discourse: The case of metacognitive questions

Irene Pascual and Rachel Basse | pp. 221–235

Part IV. Sociolinguistic perspectives

The target language, the sociolinguistic Introduction to part IV: The target language, the sociolinguistic and the educational context in CLIL programs

Jasone Cenoz | pp. 239–249

“I always speak English in my classes”: Reflections on the use of the L1/L2 in English-medium instruction

David Lasagabaster | pp. 251–267

CLIL teachers’ professionalization: Between explicit knowledge and professional identity

Andreas Bonnet and Stephan Breidbach | pp. 269–285

A sociolinguistic approach to the multifaceted Roles of English in English-medium education in multilingual university settings

Emma Dafouz and Ute Smit | pp. 287–306

Afterword. Emerging themes, future research directions

Tarja Nikula | pp. 307–312

Subject index

Cited by (28)

Cited by 28 other publications

Order by:

Bedeker, Michelle, Assylzhan Ospanbek, Marius Simons, Akerke Yessenbekova & Manas Zhalgaspayev

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Kamrani, Zahra, Zia Tajeddin & Minoo Alemi

2024. Scaffolding principles of content-based science instruction in an international elementary school. Pedagogies: An International Journal 19:2 ► pp. 257 ff.

Keogh, Conor, Kathleen A. Corrales & Paige Michael Poole

2024. Using Authentic Locally Based Projects to Foster Active Citizenship While Developing Content Knowledge and Language Proficiency in the CLIL Classroom. In Content and Language Integrated Learning in South America [Multilingual Education, 46], ► pp. 67 ff.

Chen, Qinghua, Amy Hughes, Scott Hughes & Angel Mei Yi Lin

2023. Lay Hoon Seah, Rita Elaine Silver & Mark Charles Baildon: The role of language in content pedagogy: A framework for teachers’ knowledge. Journal of World Languages 9:3 ► pp. 530 ff.

Llinares, Ana

2023. Discussion: multiple approaches in CLIL: cognitive, affective and linguistic insights. International Journal of Bilingual Education and Bilingualism 26:5 ► pp. 658 ff.

Sánchez Rei, Xosé Manuel

2023. Teaching L2 Galician through the traditional songbooks: The case of the direct object [+human] with the preposition a. Glottodidactica 50:2 ► pp. 85 ff.

Villabona, Nerea & Jasone Cenoz

2022. The integration of content and language in CLIL: a challenge for content-driven and language-driven teachers. Language, Culture and Curriculum 35:1 ► pp. 36 ff.

Aguirregoitia Martinez, Amaia, Kepa Bengoetxea Kortazar & Itziar Gonzalez-Dios

2021. Are CLIL texts too complicated?. Journal of Immersion and Content-Based Language Education 9:1 ► pp. 4 ff.

Lo, Yuen Yi & Angel M.Y. Lin

2021. Teaching, learning and scaffolding in CLIL science classrooms. In Teaching, Learning and Scaffolding in CLIL Science Classrooms [Benjamins Current Topics, 115], ► pp. 1 ff.

SERCU, Lies

2021. DEVELOPING THE VOICE OF A HISTORIAN IN FRENCH-MEDIUM CLIL HISTORY COURSES. A STUDY AMONG FLEMISH ADOLESCENTS.. IJAEDU- International E-Journal of Advances in Education ► pp. 155 ff.

Banegas, Dario Luis

2020. Teacher Professional Development in Language-Driven CLIL: A Case Study. Latin American Journal of Content & Language Integrated Learning 12:2 ► pp. 242 ff.

Banegas, Darío Luis

2020. Teaching linguistics to low-level English language users in a teacher education programme: an action research study. The Language Learning Journal 48:2 ► pp. 148 ff.

Banegas, Darío Luis

2022. Research into practice: CLIL in South America. Language Teaching 55:3 ► pp. 379 ff.

Hill, Kent

2020. Cognitive Linguistics, Sociocultural Theory and Content and Language Integrated Learning. Language and Sociocultural Theory 6:2 ► pp. 133 ff.

Vázquez, Víctor Pavón, Nina Lancaster & Carmen Bretones Callejas

2020. Keys issues in developing teachers’ competences for CLIL in Andalusia: training, mobility and coordination. The Language Learning Journal 48:1 ► pp. 81 ff.

Ferreira, Alfredo A. & Sandra Zappa-Hollman

2019. Disciplinary registers in a first-year program. Language, Context and Text. The Social Semiotics Forum 1:1 ► pp. 148 ff.

Lo, Yuen Yi & Angel M. Y. Lin

2019. Teaching, learning and scaffolding in CLIL science classrooms. Journal of Immersion and Content-Based Language Education 7:2 ► pp. 151 ff.

Nassaji, Hossein & Eva Kartchava

2019. Content-Based L2 Teaching. In The Cambridge Handbook of Language Learning, ► pp. 597 ff.

Tsuchiya, Keiko

2019. CLIL and Language Education in Japan. In Content and Language Integrated Learning in Spanish and Japanese Contexts, ► pp. 37 ff.

Tsuchiya, Keiko & María Dolores Pérez Murillo

2019. Conclusion: CLIL—Reflection and Transmission. In Content and Language Integrated Learning in Spanish and Japanese Contexts, ► pp. 403 ff.

Tsuchiya, Keiko & María Dolores Pérez Murillo

2019. Introduction: CLIL in Spain and Japan. In Content and Language Integrated Learning in Spanish and Japanese Contexts, ► pp. 1 ff.

Ramírez-Verdugo, M. Dolores & Alfonso García de la Vega

2018. A Conceptual Reference Framework for Sustainability Education in Multilingual and Cross-Cultural Settings. In Cross-Cultural Perspectives on Technology-Enhanced Language Learning [Advances in Educational Technologies and Instructional Design, ], ► pp. 222 ff.

Ramírez-Verdugo, M. Dolores & Alfonso García de la Vega

2021. A Conceptual Reference Framework for Sustainability Education in Multilingual and Cross-Cultural Settings. In Research Anthology on Developing Critical Thinking Skills in Students, ► pp. 142 ff.

Zappa-Hollman, Sandra

2018. Collaborations between language and content university instructors: factors and indicators of positive partnerships. International Journal of Bilingual Education and Bilingualism 21:5 ► pp. 591 ff.

Lasagabaster, David

2017. Integrating content and foreign language learning. Journal of Immersion and Content-Based Language Education 5:1 ► pp. 4 ff.

Nikula, Tarja

2016. CLIL: A European Approach to Bilingual Education. In Second and Foreign Language Education, ► pp. 1 ff.

Nikula, Tarja

2017. CLIL: A European Approach to Bilingual Education. In Second and Foreign Language Education, ► pp. 111 ff.

[no author supplied]

2023. EMI book alerts. Journal of English-Medium Instruction 2:1 ► pp. 101 ff.

This list is based on CrossRef data as of 15 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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