6533b823fe1ef96bd127e026

RESEARCH PRODUCT

CLIL classroom discourse

Christiane Dalton-pufferAna Llinares GarcíaTarja Nikula

subject

Linguistics and LanguageContent and language integrated learningLanguage assessmentComprehension approachForeign languagePedagogyMainstreamLanguage educationPsychologyLanguage acquisitionCurriculumLanguage and LinguisticsEducation

description

Under the label of Content and Language Integrated Learning (CLIL) the teaching of curriculum subjects through the medium of a foreign language has become a widely accepted feature in mainstream education systems in Europe and other parts of the world. After contextualizing its subject matter in CLIL research as a whole, this article focuses on research into classroom discourse. In order to unravel the complexities involved, three different takes on CLIL classroom discourse are discussed as an evidence-base for (a) language learning, (b) language use and social-interactional aspects of L2-interaction, and (c) processes of knowledge construction in and through a second or foreign language. The article concludes with an outline of requirements for further research in the area.

yearjournalcountryeditionlanguage
2013-03-06Journal of Immersion and Content-Based Language Education
https://doi.org/10.1075/jicb.1.1.04nik