In:Applied Linguistics Perspectives on CLIL
Edited by Ana Llinares and Tom Morton
[Language Learning & Language Teaching 47] 2017
► pp. 313–317
Subject index
Published online: 16 March 2017
https://doi.org/10.1075/lllt.47.index
https://doi.org/10.1075/lllt.47.index
A
- academic language 2, 25, 241–2, 270, 280
- acknowledge (appraisal theory) 111, 112
- actor (in verbal processes) 84–6
- additional language 101, 146–7, 183
- adjacency pair203
- affect (appraisal theory) 109, 117
- age 51, 85, 257, 261, 264
- aggravating modifications/aggravators (pragmatics) 72, 78–81, 84–5
- aggravating strategies (pragmatics) 81–2
- AILA 3, 13
- anxiety 55–6, 58–9, 178
- appraisal theory 7, 11, 95, 105–7, 108–12, 115, 310
- appreciation (appraisal theory) 109, 116–7
- argument structure111
- assessment
- and translanguaging 254, 261–3
- criteria 298, 300
- formative223
- for learning 221, 222–5, 308
- in conversation analysis213
- self/peer 222, 224, 228, 230–33
- attention to form 11, 34, 37, 38–40, 45
- attitude
- in appraisal theory 108–9
- towards language learning 56, 59
- authentic tasks55
- automatic processing23
- autonomous practice27
- awareness activities27
B
- beliefs
- students'28
- teachers' 254, 255, 258, 263–5, 273–4, 282, 310
- best practice 146, 149, 162
- Bildung 271–2, 275, 282
- bilingual education 1, 243
C
- cause-effect relationship 138, 141, 213, 214
- challenge (speech function analysis) 129, 132, 135, 141
- circumstances (in clauses)94
- clarification request 35, 43, 44, 210
- classroom interactional competence (CIC) 9, 183, 184, 196, 308, 309
- classroom practices 214, 216, 265, 283, 293, 295, 297
- CLISS (Content and Language Integration in Swedish Schools) 57–9
- code-switching 215, 252, 253
- cognitive discourse functions172
- commodity (speech function analysis)128
- communication strategies175
- communicative competence 173–4, 177–8, 184, 241
- complexity theory5
- comprehension problems264
- concur (appraisal theory) 111, 112
- confluence 184, 185
- confront (speech function analysis) 128, 129, 132, 135, 141
- constructivism4
- content-based instruction 1, 21, 22, 23, 24, 25, 26, 38
- continue (speech function analysis)128
- contract (appraisal theory) 111, 112
- controlled processing23
- conversation analysis (CA)
5, 8, 169, 187, 201, 202
- and second language acquisition (CA-for-SLA) 185, 196, 201, 203, 204–5, 309
- conversational resources189
- corpus 106, 108, 141, 169, 191, 221, 275
- corrective feedback (CF) 5, 11, 28, 34, 35, 42, 43, 309
- cost minimizers (pragmatics) 74, 75
- counter (appraisal theory) 111, 112
- counterbalanced approach/instruction 26, 27, 307
- cross-sectional research 57, 205, 311
- culture 61, 177, 205
- curriculum 57, 60, 241–2, 246
- genre7
- goals161
- planning4
D
- declarative knowledge 23–5
- demanding (speech function analysis) 126, 128
- demotivation58
- deny (appraisal theory) 111–2
- descriptive report (genre)107
- develop (speech function analysis)129
- dialogic
- interaction38
- space 95, 118–9
- teaching4
- directives 69, 70, 176–7
- disciplinary
- discourse98
- identity/orientation 275, 279, 310
- issues (classroom management) 257, 260, 264
- knowledge 96, 98–9, 146, 290
- literacy 161–162, 309
- meaning making 97, 99, 100
- skills303
- specific practices216
- disclaim (appraisal theory) 111, 112
- discourse
- analysis 8–9, 12
- competence 174–175
- completion test (DCT) 69–71, 88
- marker213
- structure128
- discourse98
- documentary method275
- downtoners (pragmatics) 76, 85
E
- educational context (in Continua of Multilingual Education) 243, 245–247
- educational linguistics4
- educational research 170, 172
- elaboration (speech function analysis) 128–9, 140–2
- embodied actions/resources in social interaction 9, 195, 201, 206–8, 214, 215
- EMEMUS (English-medium education in multilingual university settings) 287–91, 297, 301–3
- emic 202–3
- emoters118
- engage (speech function analysis)129
- engagement (appraisal theory) 108, 110, 112–14, 118–19
- English
- as a basic skill 53–4, 58, 61, 311
- as a foreign language (EFL) 53, 150, 288
- as a lingua franca (ELF) 53, 176, 295, 297, 302, 311
- as a second language (ESL) 43, 245, 288
- as an additional language146
- as an international language 86, 239, 244, 293
- as medium of instruction (EMI) 69, 240, 293, 298, 302, 308
- for academic purposes (EAP) 288, 295, 302
- for specific purposes (ESP) 288, 295, 302
- -medium education 287–9
- -only policy 251, 264
- enhancement (speech function analysis) 128–9, 138–41
- entertain (appraisal theory) 111–2
- evaluation (appraisal theory) 107, 116, 119,
- everyday language7
- evidence-based reflection197
- exchange structure 126–7, 141, 159
- expand (appraisal theory) 111–12
- experimental research 33, 39, 45, 202, 311
- explanation (by teachers) 189, 207, 211, 215
- exposure to target language (input) 22, 34, 51, 70, 84–5, 244–5, 251
- extension (speech function analysis) 128–9
- external factors in SLA 10–11
- external modifiers (pragmatics) 69–70, 74, 85
- extramural (use of English)53
F
- face 68, 169, 177, 186, 189, 194–5, 277–8
- face-work 168, 186, 195
- field (register variable) 126, 130, 139, 142, 147–8, 307, 310
- fluency development27
- focus–approach–action 171, 173
- foreign language
- achievement242
- acquisition253
- anxietyanxiety
- classroom(s) 26, 251
- competence291
- contexts/settings 43–4
- education/instruction 1, 4, 9, 12, 24, 147
- lessons 173, 175, 177–8
- medium of instruction 10, 241–2, 245, 246
- skills105
- subject in curriculum2
- teachers191
- teaching approach308
G
- genre
6, 7, 97–8, 106, 112–3, 120, 139, 146, 169, 293, 310
- argument114
- genre-based pedagogy 100, 120–1, 147
- historical account120
- historical biography114
- historical explanation 106, 114, 126, 127
- historical exposition107
- historical recount 114, 135
- school genres 106–7
- geography 20, 38, 92–3, 126, 147, 207, 275
- gesture 4, 9, 100, 153, 203, 205
- giving (speech function analysis)128
- goal (participant in clause) 94, 96
- goods and services (speech function analysis)128
- grounders (pragmatics) 69, 72–5, 78–9, 84–5
- group work 195, 299
H
- head act 69, 72–3
- heteroglossia 110–12
- higher education institutions (HEIs) 287–8
- higher-order thinking skills28
- history (school subject)
106–7, 112–13
- history textbooks118
- history class 11, 41, 113, 197, 206–207, 252
- holistic rating114
I
- ideational metafunction 7, 94–6, 99, 133, 307
- identity
10, 206, 247, 253, 308, 310
- disciplinary279
- L2 self system53
- multicultural identity176
- teachers' professional identity 269–75, 281–3, 310
- immersion
22–3, 42–3, 52, 57, 241–2, 252
- French immersion in Canada 20–1, 26, 29, 35, 42–3, 45, 57, 252, 265
- immigrant languages239
- imperatives81
- individual factors (in SLA) 10, 11
- information (speech function analysis)128
- input
5, 21–2, 33–4
- maximal161
- meaning-focused27
- input, interaction and output (SLA theory)5
- inscribed (appraisal) 109, 113
- instrumental motivation 52–3
- integration (of content and language) 2, 22, 25, 27, 126, 170–1, 232, 246, 308
- integrative motivation 52, 53
- interaction
38–9, 183–4, 197, 215, 232–3, 308–9, 310
- child43
- conversational 43–4, 202–4
- hypothesis 33, 34–7
- in classrooms 28, 125–6, 204, 215, 222–5, 309
- in second language acquisition 5, 168
- learner-learner (peer) 45, 187, 192, 196, 206
- L2-talk-in-178
- multimodal 9, 214
- social 24, 20, 271–2
- spoken 127, 174, 184
- teacher-student/class 26, 28, 187, 196, 223, 260
- video-recorded 201
- whole-class 170, 175
- interactional strategy(ies) 185, 191, 196, 205, 206
- interactionist perspective in SLA 11, 33–7, 45, 308–9
- intercultural competence 4, 176
- interlanguage pragmatics 5, 68–70, 74
- internal factors in SLA 10–11, 29
- internal modifiers (pragmatics) 69–70, 74, 76–7, 80–1, 85
- interpersonal meanings/metafunction 7, 95, 99, 106, 307
- interpreter voice (history) 113, 116–7
- interrogatives159
- interviews 127–31, 275, 310
- invoked (appraisal) 109–10, 116, 120
- IRF (initiation-response-follow-up) 8, 12, 126, 173, 222
J
- judgement (appraisal theory) 11, 109, 116, 120
- justify (appraisal theory) 111–12
K
- “knower” vs “not-knower”206
- knowledge
- construction 127, 168, 170, 171–3, 205, 310
- patterns150
L
- L1/L2 use in CLIL 252–4, 310
- language across the curriculum (LAC) 145, 147
- language contact244
- language learning
168, 282, 311
- activities5
- and language anxiety59
- and motivation 51–2
- experience 54–5
- language-content learning 92, 99
- objectives311
- second/foreign 5, 12, 33
- language patterns 149–50, 161, 310
- language status 243–5
- language use
6, 9, 55, 60, 126, 168, 170, 173–4, 302
- (un)commonsense99
- target language use 277–9, 281
- language-related episodes (LREs)37
- learning objects206
- learning strategies 246–7
- lingua francaEnglish as a lingua franca (ELF)
- linguistic competence 2, 38, 70, 93, 141, 173–4, 247, 261, 273, 310
- linguistic redundancy28
- linguistic typology244
- longitudinal (research) 45, 57, 178, 205, 311
M
- material process (systemic functional linguistics)94
- materials (in CLIL) 106–7, 118, 176, 192, 263
- meaning-focused activity/task 5, 40
- meaning-making 6, 126, 150, 153, 307–8
- mental processes (systemic functional linguistics)109
- metacognitive questions 221–33, 308, 309
- metafunctions of language 7, 94 ; see also ideational, interpersonal, textual
- metalinguistic awareness 23, 26
- minority language(s) 4, 239–40
- modalities (of communication) 149, 203, 309
- modality (grammar) 95, 110, 118
- mode (register variable) 126, 147
- modification
- negotiation of meaning 34
- in requests (pragmatics) 69–70, 73–74, 84–85, 311
- monoglossia112
- mood (grammar) 22, 156
- motivation
5, 51–62, 244, 270, 310
- ideal L2 self 53–5, 59, 61
- L2 learning experience 53, 59–60
- L2 motivational self system (L2MSS)53
- ought-to L2 self53
- person-in-context view of 53, 60
- multi-semiotic resources 149, 307
- multilingual education
- continua of 10, 242–7
- multilingualism169
- at the university (continua of) 295–6
- multimodal
- conversation analysis/CA 201, 205–8, 215–16, 309
- nature of classrooom discourse173
- resources 9, 169, 183, 189, 195–6, 207
- SFL analytic framework149
- multiple literacies7
- multisemiotic(s) 11, 308–9
N
- negotiation of meaning 34–35, 37–39, 43, 45, 265
- nominalisation 109, 174
- normality (appraisal theory)109
- noticing
27, 36, 41–42
- activities27
O
- output
5, 27–8, 58
- comprehensible39
- meaning-focused 27
- modification of 45
- output hypothesis 35–37
- output-input-cycle 42
- pushed41
P
- period study (genre)114
- please (request modification device) 69–70, 73–74, 76–80, 84–85
- pluriliteracies7
- point of view (genres as signalling) 105, 107
- pragmatic competence 11, 67–9, 77, 84–5, 307
- primary education 221, 223, 225, 226, 239–40
- proactive interventions (counterbalanced approach) 26–7
- procedural knowledge 23–5
- proclaim (appraisal theory) 110–12
- professional development (PD) 102, 121, 150, 197, 254, 274, 282
- professionalization (of teachers) 269–70, 283
- prolonging move (speech function analysis) 128, 131–2, 138–40, 141
- prompt (corrective feedback) 35, 42–3
- prompt (for speaking/writing tasks) 113–4, 124, 133, 135
- pronounce (appraisal theory) 111–2
- propriety (appraisal theory) 108–10, 116–7
Q
- questioning techniques28
R
- reacting move (speech function analysis) 129
- reactive interventions (counterbalanced approach) 26, 27–8
- Reading to Learn 7, 100
- recasts 28, 35, 42–3, 45, 189
- register(s) (systemic functional linguistics)
97, 126, 147
- continuum 147–9, 153–5, 157, 159, 161
- register/registering move (speech function analysis) 129, 131, 133–5, 140, 142
- register variable(s) 129, 132 field, tenor, mode rejoinder (speech function analysis)
- repair 177, 191, 194, 203
- reply (speech function analysis)129
- request (speech act)
67–70, 72, 84–6
- modifiers 69–70, 73–74, 84–85, 311
- respond (speech function analysis)129
- ROAD-MAPPING framework 287–91, 299–303
- role(s) of language (in knowledge construction) 93, 97, 100, 121, 146–7, 309–10
- role-plays 69, 127–8, 129–32, 135–8, 141–2, 177, 309
- roles of English (in ROAD-MAPPING framework) 291–2, 294–7, 299, 301–3, 308, 311
S
- sayer (participant in clause) 94–5
- scaffolding
24, 27–8, 133, 135, 140, 148, 152–4, 159, 189, 191, 279, 310
- macro148
- micro 148, 159, 161
- meso 148, 150, 159, 161
- school science 141, 205
- science classrooms 11, 150, 161, 205–6, 215, 309
- second language acquisition (SLA) 5–6, 10–11
- secondary education 44, 56, 106, 150, 240, 246, 264
- self-confidence 59, 273
- semiotic
- (multi-)semiotic resources 8–9, 146–9, 161, 173, 203–4, 206–7, 208, 214–5, 307–9
- social-semiotic 6, 91–2
- semiotic and metasemiotic mediation97
- semiotic systems 145, 184
- skill acquisition theory 23–5, 27
- social esteem (appraisal theory) 108–10, 113–14
- social sanction (appraisal theory) 108–10, 113–14
- social valuation (appraisal theory) 108–10, 113–14, 116
- sociocultural theory(ies) 6, 186, 204, 224
- sociolinguistic(s)
9–10, 12, 288–9, 296, 301–2, 308
- competence 176–7
- context245
- sociopragmatic 67, 84
- softening modifiers/softeners (pragmatics) 72, 74–7, 85
- source of annoyance (SOA) (pragmatics) 72–3, 78
- space for learning 185, 191, 196
- speech act(s) 68, 126, 169, 172, 176–7
- speech function(s) 128–9, 140–2, 307, 309
- speech role (systemic functional linguistics)128
- strategic competence175
- subject knowledge 96–7, 106
- subject-specific
- competencies/knowledge 205, 207, 209–10
- conversations206
- terminology 207, 213, 294
- support(ing/ive) (speech function analysis) 126, 128–9
- Systemic Functional Linguistics (SFL)
6–7, 11, 91–2, 101, 125, 128, 146–7, 215
- design of and research on classroom interventions 99–100
- research on disciplinary meaning making 97–8
- research on subject specific meaning making99
- Sydney School SFL 7, 100, 146–7
T
- task-based learning 5, 241
- tasks
- and motivation 55, 58
- collaborative 39–40, 45
- teacher
- beliefs 254–5, 263–5
- education for CLIL 197, 247, 270, 283
- experience (effect on beliefs) 258–9
- identity 28, 172 teachers’ professional identity questions
- research 270–2, 283
- talk197
- teaching and learning cycle146
- teaching strategies 242–3, 245–7, 251, 273, 281–2
- teaching practices
- in relation to beliefs 254–5, 264
- tenacity (appraisal theory)109
- tenor (register variable) 126, 147
- tertiary education 176, 206, 287–8 ; see also higher education institutions (HEIs)
- textbooks241
- textual metafunction 95–6, 99
- theme (in systemic functional linguistics)96
- track (speech function analysis)129
- transfer-appropriate processing23
- translanguaging 169, 247, 253–4, 257–60, 262, 263–5
- translation 252, 263
- turn-taking 157, 175, 194, 206
U
- UAM-CLIL corpus113
- uncommonsense/decontextualized meaning 98–9
- understatements (pragmatics) 72–6, 85
- understaters (pragmatics) 73, 76, 85
- use of English (in classroom) 257–60, 263, 278
V
- value
- assigning in history genres105
- social117
- veracity (appraisal theory) 108–9
- verbal process (systemic functional linguistics)94
- virtual/decontextualized reality99
- voice (of the historian)
106, 113, 116–17, 120, 310
- adjudicator 113, 116, 120
- appraiser113
- recorder 113, 120
W
- whole-class discussions 126, 172
- whole-class interaction 170, 175
- writing
100, 105–6, 111–15, 120–1, 293–4, 301, 303, 307, 309–310
- academic writing 11, 98
- L2 writing100
- (Written) discourse completion task/test (WDCT) 67, 71–2, 84, 88
Y
- young learners 42–3
