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170207s2017 ne ob 001 0 eng |
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|a DLC
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|a 1357084044
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|a 9789027266101
|q (electronic bk.)
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|a 9027266107
|q (electronic bk.)
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|z 9789027213365
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|q alk. paper)
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|a (OCoLC)971893226
|z (OCoLC)1357084044
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|a HCDD
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| 245 |
0 |
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|a Applied linguistics perspectives on CLIL /
|c edited by Ana Llinares, Tom Morton.
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| 264 |
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1 |
|a Amsterdam ;
|a Philadelphia :
|b John Benjamins Publishing Company,
|c [2017]
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| 300 |
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|a 1 online resource
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| 336 |
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| 338 |
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| 490 |
1 |
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|a Language learning & language teaching ;
|v volume 47
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| 504 |
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|a Includes bibliographical references and index.
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| 588 |
0 |
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|a Print version record and CIP data provided by publisher.
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0 |
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|a Intro -- Applied Linguistics Perspectives on CLIL -- Editorial page -- Title page -- LCC data -- Table of contents -- Content and Language Integrated Learning (CLIL) -- Why applied linguistics perspectives on CLIL? -- Second language acquisition (SLA) perspective -- Systemic functional linguistics (SFL) perspective -- Discourse analysis perspective -- Sociolinguistic perspectives -- An overview of the sections and chapters -- References -- Second Language Acquisition (SLA) perspectives -- Introduction to part I -- Introduction -- Benefits of content-based approaches -- Explaining shortcomings -- Insights from cognitive psychology -- Integrating language and content -- Proactive interventions -- Reactive interventions -- Conclusion -- References -- CLIL and SLA -- Introduction -- The Interaction Hypothesis -- Interactionist-based research in CLIL -- Conclusion and implications for further research -- Acknowledgements -- References -- Motivation, second language learning and CLIL -- Introduction -- Theoretical perspectives on motivation and language learning -- Motivation in CLIL and L2/FL classrooms -- Studies on CLIL/immersion and motivation -- Interpreting research on motivation in CLIL: The CLISS project -- Conclusion -- References -- Investigating pragmatics in CLIL through students' requests -- Introduction -- Interlanguage pragmatics in CLIL -- A study of requests by CLIL and non-CLIL students -- Softening external modifiers -- Softening internal modifiers -- Softening strategies -- Marked 'please' and aggravating external modifiers -- Aggravating internal modifiers -- Aggravating strategies -- Imperatives, obligation-statements and HA-SOA/P -- Action-ceasing verbs -- Discussion and concluding remarks -- References -- Systemic Functional Linguistics (SFL) perspectives -- Introduction to part II -- Introduction.
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| 505 |
8 |
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|a Theorizing the relationship between language and content learning: An SFL perspective -- Content and/or language? Overarching approaches to CLIL -- CLIL Scenario 1 -- Content focused -- CLIL Scenario 2 -- Language focused -- Content as language: integrating two sides of the same coin -- Ideational meaning and analysis -- Interpersonal meaning and analysis -- Textual meaning and analysis -- SFL research into disciplinary meaning making and teaching-learning -- SFL research into disciplinary meaning making -- SFL research into students' development of subject specific meaning making -- SFL design of, and research into, classroom interventions and interaction -- Key issues -- References -- Genre and appraisal in CLIL history texts -- Introduction -- The framework applied: Genre, appraisal and the 'voice' of the historian -- School genres -- Appraisal -- The voices of the historian -- The texts, their evaluation and analysis -- The texts -- Expert holistic rating of the texts -- Appraisal analysis -- Learning to deploy appraisal resources and create different voices: Some evidence -- Attitude -- Engagement -- Conclusion and implications -- Acknowledgements -- References -- Speech function analysis to explore CLIL students' spoken language for knowledge construction -- Introduction -- Role-plays and interviews as contexts for knowledge construction and language production in CLIL -- Speech function analysis in educational contexts -- Exploring CLIL students' use of speech functions in role-plays and interviews -- Students' use of speech functions across the two tasks: The broader picture -- Role assignment and negotiation in interviews -- Confronting and challenging in role-plays -- Construing content knowledge in prolonging moves: The uses of enhancement -- Discussion and conclusion -- References.
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| 505 |
8 |
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|a Multi-semiotic resources providing maximal input in teaching science through English -- Introduction -- Examining some characteristics of best practice -- Classroom context 1 -- Classroom context 2 -- Activity 1 -- Phase 1 -- Activity 1 -- Phase 2 -- Activity 1 -- Phase 3 -- Activity 2 -- Conclusion -- References -- Discourse analysis perspectives -- Introduction to part III -- Why is it relevant to study CLIL through the lens of discourse analysis? -- What are the cornerstones of a discourse analysis approach to CLIL? -- What kind of data are typically used in discourse analysis studies of CLIL? -- The focus of CLIL classroom discourse analysis -- Focus 1: Processes of knowledge construction: Learning "the subject" via L2 -- Focus 2: CLIL classroom as a context of language use and a space of social (inter)action -- Linguistic competence -- Discourse competence -- Strategic competence -- Intercultural competence -- Sociolinguistic competence -- Conclusion -- References -- Classroom interactional competence in content and language integrated learning -- Introduction -- Classroom interactional competence -- CIC in a CLIL classroom: An illustrative study -- CIC in teacher-class interaction -- CIC in learner-learner interaction -- Discussion and conclusion -- Acknowledgements -- References -- Multimodal conversation analysis and CLIL classroom practices -- Introduction -- Key CA principles and topics -- CA-for-SLA -- CA and bilingual classrooms -- Illustrating a multimodal CA approach to CLIL -- 'From so much heating, it's now dead' -- Discussion and concluding remarks -- References -- Assessment for learning in CLIL classroom discourse -- Introduction -- Assessment for Learning and Interaction in CLIL -- Metacognitive questions in CLIL AfL classrooms -- Investigating the use of metacognitive questions in AfL CLIL primary classroom discourse.
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| 505 |
8 |
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|a Context of the study -- Methodology -- Results -- Discussion and conclusions -- References -- Sociolinguistic perspectives -- Introduction to part IV -- Introduction -- CLIL and education -- The continua of multilingual education in CLIL -- The characteristics of the target language -- The status of the target language -- Linguistic typology -- Language contact -- Previous knowledge of other languages -- The sociolinguistic context -- The educational context -- The learning of languages as school subjects -- The extent of the CLIL program -- Teaching and learning strategies -- Teacher education -- Conclusion -- Acknowledgements -- References -- "I always speak English in my classes" -- Introduction -- L1/L2 use in CLIL -- Teachers' beliefs -- A study on the use of L1/L2 in CLIL -- Results -- Discussion and conclusion -- Acknowledgements -- References -- CLIL teachers' professionalization -- Introduction -- Teacher knowledge and identity -- Knowledge and identity in CLIL teacher research -- A study of CLIL teacher knowledge and identity -- CLIL teachers between pedagogical and disciplinary orientation -- Case I -- Case II -- Comparison of cases -- Discussion -- Conclusion -- References -- A sociolinguistic approach to the multifaceted Roles of English in English-medium education in multilingual university settings -- Introduction -- English-medium education in multilingual university settings: The ROAD-MAPPING framework -- Exemplifying Roles of English -- Revisiting 'Roles of English' from different conceptual perspectives -- Re-analyzing and discussing 'Roles of English' within the ROAD-MAPPING framework -- Final considerations -- References -- Emerging themes, future research directions -- The centrality of interaction -- Reconceptualising the role of language in CLIL -- Attention to mindsets: Beliefs, identities, motivations -- The role of English.
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8 |
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|a In conclusion -- References -- Subject index.
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| 520 |
3 |
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|a 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.
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| 650 |
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0 |
|a Language arts (Higher)
|x Correlation with content subjects.
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| 650 |
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0 |
|a Language and languages
|x Study and teaching (Higher)
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| 650 |
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0 |
|a Applied linguistics
|x Study and teaching.
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| 650 |
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0 |
|a Interdisciplinary approach in education.
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| 650 |
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0 |
|a Language and education.
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| 650 |
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0 |
|a Multilingual education.
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| 650 |
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7 |
|a FOREIGN LANGUAGE STUDY
|x Multi-Language Phrasebooks.
|2 bisacsh
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| 650 |
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7 |
|a LANGUAGE ARTS & DISCIPLINES
|x Alphabets & Writing Systems.
|2 bisacsh
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| 650 |
|
7 |
|a LANGUAGE ARTS & DISCIPLINES
|x Grammar & Punctuation.
|2 bisacsh
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| 650 |
|
7 |
|a LANGUAGE ARTS & DISCIPLINES
|x Linguistics
|x General.
|2 bisacsh
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| 650 |
|
7 |
|a LANGUAGE ARTS & DISCIPLINES
|x Readers.
|2 bisacsh
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| 650 |
|
7 |
|a LANGUAGE ARTS & DISCIPLINES
|x Spelling.
|2 bisacsh
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| 650 |
|
7 |
|a Applied linguistics
|x Study and teaching
|2 fast
|
| 650 |
|
7 |
|a Interdisciplinary approach in education
|2 fast
|
| 650 |
|
7 |
|a Language and education
|2 fast
|
| 650 |
|
7 |
|a Language and languages
|x Study and teaching (Higher)
|2 fast
|
| 650 |
|
7 |
|a Language arts (Higher)
|x Correlation with content subjects
|2 fast
|
| 650 |
|
7 |
|a Multilingual education
|2 fast
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| 700 |
1 |
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|a Llinares, Ana,
|d 1968-
|e editor.
|
| 700 |
1 |
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|a Morton, Tom,
|d 1958-
|e editor.
|
| 776 |
0 |
8 |
|i Print version:
|t Applied linguistics perspectives on CLIL.
|d Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2017]
|z 9789027213365
|w (DLC) 2016045332
|
| 830 |
|
0 |
|a Language learning and language teaching ;
|v v. 47.
|
| 856 |
4 |
0 |
|u https://ebookcentral.proquest.com/lib/holycrosscollege-ebooks/detail.action?docID=4804636
|y Click for online access
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| 903 |
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|a EBC-AC
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| 994 |
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|a 92
|b HCD
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