Información General

• Autores: Ana Llinares (coord.), Tom Morton (coord.)
• Editores: John Benjamins
• Año de publicación: 2017
• País: Países Bajos
• Idioma: inglés
• ISBN: 978-90-272-1337-2, 978-90-272-1336-5
• Texto completo no disponible (Saber más ...)

Reseñas

• Ha sido reseñado en:

  • Llinares, A. & Morton, T. (eds) (2017). "Applied Linguistics Perspectives on CLIL". Amsterdam : John Benjamins. DOI 10.1075/lllt.47

    Marta Jaen Campos (res.)

    Complutense Journal of English Studies, ISSN 2386-3935, Nº. 26, 2018, págs. 287-294

  • Ana Llinares & Tom Morton (Eds.).: (2017) Applied Linguistics Perspectives on CLIL

    Francisco Lorenzo (res.)

    Journal of immersion and content-based language education, ISSN 2212-8433, Vol. 7, Nº. 1, 2019, págs. 142-145

  • Applied linguistics perspectives on CLIL: edited by Ana Llinares and Tom Morton

    Darío Luis Banegas

    International journal of bilingual education and bilingualism, ISSN 1367-0050, Vol. 23, Nº. 2, 2020, págs. 246-249

Resumen

• This book represents the first collection of studies on Content and Language Integrated Learning (CLIL) which brings together a range of perspectives through which CLIL has been investigated within Applied Linguistics. The book aims to show how the four perspectives of Second Language Acquisition (SLA), Systemic Functional Linguistics (SFL), Discourse Analysis, and Sociolinguistics highlight different important aspects of CLIL as a context for second language development. Each of the four sections in the book opens with an overview of one of the perspectives written by a leading scholar in the field, and is then followed by three empirical studies which focus on specific aspects of CLIL seen from this perspective. Topics covered include motivation, the use of tasks, pragmatic development, speech functions in spoken interaction, the use of evaluative language in expressing content knowledge in writing, multimodal interaction, assessment for learning, L1 use in the classroom, English-medium instruction in universities, and CLIL teachers’ professional identities.

Otros catálogos

• Red de Bibliotecas Universitarias (REBIUN)

Listado de artículos

• • Content and Language Integrated Learning (CLIL): Type of programme or pedagogical model?

    Tom Morton, Ana Llinares

    págs. 1-16

    

  • Part I. Second Language Acquisition (SLA) perspectives

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

      Roy Lyster

      págs. 19-32

      

    • CLIL and SLA: Insights from an interactionist perspective

      María del Pilar García Mayo, María Basterrechea Lozano

      págs. 33-50

      

    • Motivation, second language learning and CLIL

      Liss Kerstin Sylvén

      • Resumen

      págs. 51-65

      

    • Investigating pragmatics in CLIL through students’ requests

      Nashwa Nashaat Sobhy

      • Resumen

      págs. 67-88

      

  • Part II. Systemic Functional Linguistics (SFL) perspectives

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

      Caroline Coffin

      págs. 91-103

      

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

      Anne McCabe, Rachel Whittaker

      • Resumen

      págs. 105-124

      

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

      Ana Llinares, Tom Morton

      • Resumen

      págs. 125-144

      

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

      Gail Forey, John Polias

      • Resumen

      págs. 145-164

      

  • Part III. Discourse analysis perspectives

    • Introduction to part III: Discourse Analysis and CLIL

      Christiane Dalton-Puffer

      págs. 167-181

      

    • Classroom interactional competence in content and language integrated learning

      Cristina Escobar Urmeneta, Steve Walsh

      • Resumen

      págs. 183-200

      

    • Multimodal conversation analysis and CLIL classroom practices

      Natalia Evnitskaya, Teppo Jakonen

      • Resumen

      págs. 201-220

      

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

      Irene Pascual Peña, Rachel Lofft Basse

      • Resumen

      págs. 221-235

      

  • Part IV. Sociolinguistic perspectives

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

      Miren Jasone Cenoz Iragui

      págs. 239-249

      

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

      David Lasagabaster Herrarte

      • Resumen

      págs. 251-267

      

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

      Andreas Bonnet, Stephan Breidbach

      • Resumen

      págs. 269-285

      

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

      Emma Dafouz, Ute Smit

      • Resumen

      págs. 287-306

      

  • Afterword

    • Emerging themes, future research directions

      Tarja Nikula

      págs. 307-312