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In:Applied Linguistics Perspectives on CLIL
Edited by Ana Llinares and Tom Morton
[Language Learning & Language Teaching 47] 2017
► pp. v–vi

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Published online: 16 March 2017

https://doi.org/10.1075/lllt.47.toc

Table of contents

IntroductionContent and Language Integrated Learning (CLIL): Type of programme or pedagogical model? 1

Tom Morton

Ana Llinares

Part I.Second Language Acquisition (SLA) perspectives

Introduction to part I: SLA perspectives on learning and teaching language through content 19

Roy Lyster

CLIL and SLA: Insights from an interactionist perspective 33

María del Pilar García Mayo

María Basterrechea

Motivation, second language learning and CLIL 51

Liss Kerstin Sylvén

Investigating pragmatics in CLIL through students’ requests 67

Nashwah Nashaat Sobhy

Part II.Systemic Functional Linguistics (SFL) perspectives

Introduction to part II: Systemic Functional Linguistics (SFL): A theory for integrating content-language learning (CLL) 91

Caroline Coffin

Genre and appraisal in CLIL history texts: Developing the voice of the historian 105

Anne McCabe

Rachel Whittaker

Speech function analysis to explore CLIL students’ spoken language for knowledge construction 125

Ana Llinares

Tom Morton

Multi-semiotic resources providing maximal input in teaching science through English 145

Gail Forey

John Polias

Part III.Discourse analysis perspectives

Introduction to part III: Discourse analysis and CLIL 167

Christiane Dalton-Puffer

Classroom interactional competence in content and language integrated learning 183

Cristina Escobar Urmeneta

Steve Walsh

Multimodal conversation analysis and CLIL classroom practices 201

Natalia Evnitskaya

Teppo Jakonen

Assessment for learning in CLIL classroom discourse: The case of metacognitive questions 221

Irene Pascual

Rachel Basse

Part IV.Sociolinguistic perspectives

Introduction to part IV: The target language, the sociolinguistic and the educational context in CLIL programs 239

Jasone Cenoz

“I always speak English in my classes”: Reflections on the use of the L1/L2 in English-medium instruction 251

David Lasagabaster

CLIL teachers’ professionalization: Between explicit knowledge and professional identity 269

Andreas Bonnet

Stephan Breidbach

A sociolinguistic approach to the multifaceted Roles of English in English-medium education in multilingual university settings 287

Emma Dafouz

Ute Smit

AfterwordEmerging themes, future research directions 307

Tarja Nikula

Subject index 313