In:Language Use and Language Learning in CLIL Classrooms
Edited by Christiane Dalton-Puffer, Tarja Nikula and Ute Smit
[AILA Applied Linguistics Series 7] 2010
► pp. v–vi
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This article is available free of charge.
Published online: 15 December 2010
https://doi.org/10.1075/aals.7.toc
https://doi.org/10.1075/aals.7.toc
Table of contents
Acknowledgements
Preface
Introduction
Charting policies, premises and research on content and language integrated learning
Part I. General and theoretical issues
On the natural emergence of language structures in CLIL: Towards a theory of European educational bilingualism
The pragmatics of L2 in CLIL
Part II. CLIL at the secondary level
A cross-sectional analysis of oral narratives by children with CLIL and non-CLIL instruction
Using a genre-based approach to integrating content and language in CLIL: The example of secondary history
Effects of CLIL on a teacher’s classroom language use
Writing and speaking in the history class: A comparative analysis of CLIL and first language contexts
Language as a meaning making resource in learning and teaching content: Analysing historical writing in content and language integrated learning
The CLIL differential: Comparing the writing of CLIL and non-CLIL students in higher colleges of technology
Written production and CLIL: An empiricial study
Part III. CLIL at the tertiary level
Metadiscursive devices in university lectures: A contrastive analysis of L1 and L2 teacher performance
Language Matters: Assessing lecture comprehension in Norwegian English-medium higher education
CLIL in an English as a lingua franca (ELF) classroom: On explaining terms and expressions interactively
Language use and language learning in CLIL: Current findings and contentious issues
Subject index
