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.
“This book is an extremely rich and suggestive statement about the limitations and possibilities of the CLIL classroom as a space for language learning. As Dalton-Puffer rightly puts it, she has staked out the field for a whole research program for years to come (p. 297). Research into European CLIL classrooms has indeed only just begun, and Dalton-Puffer’s book is the most serious statement about what can be accomplished in them in terms of language learning yet published. As such, it should be required reading for those who are serious about the implementation of CLIL and other bilingual education experiences across a range of contexts.”
Tim Morton, in Intercultural Pragmatics 6-3 (2009)
“Content and language integrated learning has become a buzzword in today's language planning and policy making, especially in Europe. However, little empirical research has been conducted to support claims as to its actual differences from regular foreign language classrooms let alone its alleged effectiveness in teaching language, content or both. Dalton-Puffer's volume fills this gap in a very methodical and accessible way [...]. This book has a lot to offer to different audiences. For graduate students exploring different methodologies or those about to write up their research for publication it can serve as a model or inspiration. For practitioners of CLIL, EAP or ESP, it provides a window into how discourse is really performed in such settings. For the veteran applied linguist, its rich data and extensive citation record should make it a worthwhile reference material for comparison purposes and for locating resources. Dalton-Puffer's volume can be considered a key contribution to understanding CLIL classrooms and will hopefully impact further CLIL decision-making on European, national and institutional level, in research, administration and teaching. ”
Claudia Kunschak, Shantou University, on Linguist List 20.1930, 2009
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2013. Formación del profesorado universitario para la docencia en inglés. REDU. Revista de Docencia Universitaria 11:3 ► pp. 197 ff.
Rodrigues, Christine & Ciara R. Wigham
2013. L’aide linguistique dans l’approche de l’EMILE : pour un équilibre entre compétences langagières et disciplinaires. Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT Vol. XXXII N° 3 ► pp. 80 ff.
Valeo, Antonella
2013. Language awareness in a content-based language programme. Language Awareness 22:2 ► pp. 126 ff.
Aguilar, Marta & Rosa Rodríguez
2012. Lecturer and student perceptions on CLIL at a Spanish university. International Journal of Bilingual Education and Bilingualism 15:2 ► pp. 183 ff.
De Korne, Haley
2012. Towards new ideologies and pedagogies of multilingualism: innovations in interdisciplinary language education in Luxembourg. Language and Education 26:6 ► pp. 479 ff.
Gieve, Simon & Sonia Cunico
2012. Language and content in the modern foreign languages degree: a students' perspective. The Language Learning Journal 40:3 ► pp. 273 ff.
Hall, Graham & Guy Cook
2012. Own-language use in language teaching and learning. Language Teaching 45:3 ► pp. 271 ff.
Liebenberg, Elsa
2012. Using Images as an Effective Tool to Facilitate Teaching Legal Concepts. Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT Vol. XXXI N° 1 ► pp. 44 ff.
Lyster, Roy & Fred Genesee
2012. Immersion Education. In The Encyclopedia of Applied Linguistics,
Marsh, David & María Jesús Frigols Martín
2012. Content and Language Integrated Learning. In The Encyclopedia of Applied Linguistics,
Martel, Jason
2012. Looking Across Contexts in Foreign Language Student Teacher Supervision: A Self-Study. The New Educator 8:3 ► pp. 243 ff.
Skulstad, Aud Solbjørg
2012. Trender i postmetodenes tidsalder i engelsk fagdidaktikk. Norsk pedagogisk tidsskrift 96:4 ► pp. 317 ff.
Spada, Nina
2012. Classroom Research. In The Encyclopedia of Applied Linguistics,
Spada, Nina
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Spada, Nina
2019. Classroom Observation Research. In The Cambridge Handbook of Language Learning, ► pp. 186 ff.
Tedick, Diane J. & Laurent Cammarata
2012. Content and Language Integration in K–12 Contexts: Student Outcomes, Teacher Practices, and Stakeholder Perspectives. Foreign Language Annals 45:s1
Dalton-Puffer, Christiane
2011. Content-and-Language Integrated Learning: From Practice to Principles?. Annual Review of Applied Linguistics 31 ► pp. 182 ff.
Dalton‐Puffer, Christiane
2023. CLIL as a Pedagogical Approach. In The Encyclopedia of Applied Linguistics, ► pp. 1 ff.
Dalton-Puffer, Christiane, Renate Faistauer & Eva Vetter
2011. Research on language teaching and learning in Austria (2004–2009). Language Teaching 44:2 ► pp. 181 ff.
Evnitskaya, Natalia & Tom Morton
2011. Knowledge construction, meaning-making and interaction in CLIL science classroom communities of practice. Language and Education 25:2 ► pp. 109 ff.
García, Ana Llinares
2011. Content and Foreign Language Integrated Learning. Contributions to Multilingualism in European Contexts – Edited by Y. Ruiz de Zarobe, J. M. Sierra and F. Gallardo del Puerto. International Journal of Applied Linguistics 21:3 ► pp. 416 ff.
Kong, Stella & Philip Hoare
2011. Cognitive content engagement in content-based language teaching. Language Teaching Research 15:3 ► pp. 307 ff.
Lyster, Roy & Susan Ballinger
2011. Content-based language teaching: Convergent concerns across divergent contexts. Language Teaching Research 15:3 ► pp. 279 ff.
Moore, Pat
2011. Collaborative interaction in turn-taking: a comparative study of European bilingual (CLIL) and mainstream (MS) foreign language learners in early secondary education. International Journal of Bilingual Education and Bilingualism 14:5 ► pp. 531 ff.
Parkinson, Jean, Suria Baba & James Mackay
2011. Language support for learning a second language: What can the Malaysian example offer South Africa?. Language Matters 42:1 ► pp. 69 ff.
Purser, Emily
2011. Developing Academic Literacy in Context: Trends in Australia. In Writing in the Disciplines, ► pp. 30 ff.
Whittaker, Rachel, Ana Llinares & Anne McCabe
2011. Written discourse development in CLIL at secondary school. Language Teaching Research 15:3 ► pp. 343 ff.
Hoare, Philip
2010. Content-based language teaching in China: contextual influences on implementation. Journal of Multilingual and Multicultural Development 31:1 ► pp. 69 ff.
Llinares, Ana & Tom Morton
2010. Historical explanations as situated practice in content and language integrated learning. Classroom Discourse 1:1 ► pp. 46 ff.
2010. Towards quality CLIL: successful planning and teaching strategies. Pulso. Revista de educación :33 ► pp. 11 ff.
Röhner, Charlotte, Meng Li & Britta Hövelbrinks
2010. Fragestrategien im fachbezogenen Sprachförderunterricht. In Zwischen Fachdidaktik und Stufendidaktik, ► pp. 89 ff.
Surkamp, Carola
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Kong, Stella
2009. Content-Based Instruction: What Can We Learn from Content-Trained Teachers’ and Language-Trained Teachers’ Pedagogies?. The Canadian Modern Language Review 66:2 ► pp. 233 ff.
Kong, Stella
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Kong, Stella
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Lyster, Roy, Laura Collins & Susan Ballinger
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Smit, Ute
2008. The AILA Research Network – CLIL and Immersion Classrooms: Applied Linguistic Perspectives. Language Teaching 41:2 ► pp. 295 ff.
[no author supplied]
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This list is based on CrossRef data as of 6 march 2026. 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.
