Discourse in Content and Language Integrated Learning (CLIL) Classrooms

Abstract

The label CLIL stands for classrooms where a foreign language (English) is used as a medium of instruction in content subjects. This book provides a first in-depth analysis of the kind of communicative abilities which are embodied in such CLIL classrooms. It examines teacher and student talk at secondary school level from different discourse-analytic angles, taking into account the interpersonal pragmatics of classroom discourse and how school subjects are talked into being during lessons. The analysis shows how CLIL classroom interaction is strongly shaped by its institutional context, which in turn conditions the ways in which students experience, use and learn the target language. The research presented here suggests that CLIL programmes require more explicit language learning goals in order to fully exploit their potential for furthering the learners’ appropriation of a foreign language as a medium of learning.

Receptive vocabulary knowledge and motivation in CLIL and EFL

“…A large body of empirical research has explored foreign or second language outcomes within CLIL provision. For example, Dalton-Puffer (2007) and Dalton-Puffer and Smith (2007) approach CLIL discourse analysis, Llinares, Morton and Whittaker (2012) focus on classroom interaction, some publications tackle the issue from the perspective of the different educational levels in which CLIL takes place (e.g., Ruiz de Zarobe and Jiménez Catalán, 2009;Dalton-Puffer, Nikula and Smit, 2010;Fortanet-Gómez, 2013). On the pedagogical side, handbooks for good implementation are also found, such as Coyle, Hood and Marsh (2010) and Mehisto, Marsh and Frigols (2008).…”

English-Medium Instruction in European Higher Education

“…Considering the results of the student interviews, it seems that despite the efforts of the lecturer, the students still had problems following the lecture and understanding the lecture content. The major interpretation of the findings is that the concerns raised by Dalton-Puffer (2007) regarding foreign language use impact on the students' ultimate knowledge of disciplinary subjects may still prevail; that is, instruction in the foreign language may slow down the instruction process so that less content material is covered, and that limited language proficiency of learners may result in reduced cognitive complexity of the subject matter presented and learned.…”

La formación del profesorado para la enseñanza integrada de contenidos y lengua extranjera: perspectivas de un debate europeo actual.

“…Europe is leading CLIL classroom discourse analysis (Dalton--Puffer, 2007;Dafouz & Nuñez, 2009;Francomacaro, 201;, Sánchez García, 2010; Martín del Pozo, 2015 inter alia). The pedagogical implications derived from these studies provide pathways for teacher trainers.…”

“…The pedagogical implications derived from these studies provide pathways for teacher trainers. Secondly, teacher trainers should consider theoretical models of language used in CLIL (Dalton--Puffer, 2007;Coyle et al 2010;Llinares, Morton & Whittaker, 2011;Gierlinger, 2013, summarized and evaluated in Martín del Pozo, 2013, 2015. These proposals could function as tools for needs analysis and language education.…”