Discourse in content and language integrated learning (CLIL) classrooms:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Amsterdam [u.a.]
Benjamins
2007
|
| Schriftenreihe: | Language learning & language teaching
20 |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XII, 330 S. |
| ISBN: | 9789027219794 9789027219817 |
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Datensatz im Suchindex
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|---|---|
| adam_text | Titel: Discourse in content and language integrated learning (CLIL) classrooms
Autor: Dalton-Puffer, Christiane
Jahr: 2007
Table of contents
Acknowledgements ix
Transcription conventions xi
CHAPTER 1
Introduction 1
1.1 What CLIL is and why one should study it 1
1.2 The relationship of language and content 5
1.3 A constructivist and participatory understanding of learning 7
1.4 Research questions and goals of this study 9
chapter 2
The classroom as discourse space 15
2.1 School lessons: the speech event 18
2.2 Roles and scripts: ritual aspects of classroom talk 23
2.3 Classroom registers and activity types 27
2.4 Whole class interaction and the IRF-cycle 33
2.5 Classroom talk as conversation 36
2.6 Speech acts and the management of interpersonal relations 38
2.7 Genre aspects of classroom talk 40
2.8 A multi-perspectival approach 42
chapter 3
The study - setting, methods, data 45
3.1 The sociolinguistic and institutional context of CLIL in Austria:
a sketch 45
3.2 Research concept 48
3.3 Methodological reflections: the researcher and the field in qualitative
classroom-based research 57
CHAPTER 4
Content teaching, meaning making and the construction
of knowledge 65
4.1 Introduction 66
4.2 Cornerstones in the analysis of knowledge construction 67
4.3 Classroom practices 75
4.4 Summary and conclusions 90
chapter 5
Questions in the CLIL classroom 93
5.1 Introduction 93
5.2 Typologies of classroom questions 95
5.3 Quantitative overview of findings 100
5.4 Classroom practices 101
5.5 Questions and the handling of communication breakdowns 119
5.6 Discussion of findings 123
chapter 6
Academic language functions 127
6.1 Introduction 127
6.2 Definition 131
6.2.1 Defining definitions 131
6.2.2 Classroom practices 132
6.2.3 Discussion of findings on definitions 138
6.3 Explanation 139
6.3.1 Operationalizing explanations 139
6.3.2 Structural and functional characteristics of explanations 143
6.3.3 Classroom practices 152
6.3.4 Discussion of findings on explanations 158
6.4 Hypothesizing and predicting 159
6.4.1 Operationalizing hypothesizing and predicting 160
6.4.2 Classroom practices 162
6.4.3 Conclusions on hypothesizing 168
6.5 Conclusions on academic speech functions 169
CHAPTER 7
Passages of politeness: classroom directives 173
7.1 Introduction 173
7.2 Conceptual background of the analysis 175
7.2.1 Previous studies of classroom politeness and directives 175
7.2.2 A framework for analysis 178
7.3 Quantitative overview of the findings 183
7.4 Classroom practices 185
7.5 Discussion of findings 197
chapter 8
Conversationalists in the classroom? Repair, feedback
and correction 205
8.1 Introduction 205
8.2 Conceptual framework 208
8.2.1 A sequential view of repair 209
8.2.2 Categories of repairables 217
8.2.3 Data, methods, research questions 220
8.3 Classroom practices 221
8.3.1 How frequent is repair in CLIL classrooms? 221
8.3.2 Frequency of repairable types 229
8.3.3 Sequential organization of repair - trajectory types 232
8.3.4 Links between repairable types and repair types 235
8.3.5 Realization of repair initiations by other 241
8.4 The question of face threat and other factors in repair realization 243
8.5 Conclusions 253
chapter 9
The CLIL classroom as a language learning environment 257
9.1 Introduction 257
9.2 Theoretical approaches to second language learning 258
9.3 Stakeholder notions of SLL 265
9.4 Theory mapped onto practice: communicative competence in the
CLIL lesson speech event 277
chapter 10
Conclusions, implications and prospects 293
Notes 299
References 307
Index 327
|
| adam_txt |
Titel: Discourse in content and language integrated learning (CLIL) classrooms
Autor: Dalton-Puffer, Christiane
Jahr: 2007
Table of contents
Acknowledgements ix
Transcription conventions xi
CHAPTER 1
Introduction 1
1.1 What CLIL is and why one should study it 1
1.2 The relationship of language and content 5
1.3 A constructivist and participatory understanding of learning 7
1.4 Research questions and goals of this study 9
chapter 2
The classroom as discourse space 15
2.1 School lessons: the speech event 18
2.2 Roles and scripts: ritual aspects of classroom talk 23
2.3 Classroom registers and activity types 27
2.4 Whole class interaction and the IRF-cycle 33
2.5 Classroom talk as conversation 36
2.6 Speech acts and the management of interpersonal relations 38
2.7 Genre aspects of classroom talk 40
2.8 A multi-perspectival approach 42
chapter 3
The study - setting, methods, data 45
3.1 The sociolinguistic and institutional context of CLIL in Austria:
a sketch 45
3.2 Research concept 48
3.3 Methodological reflections: the researcher and the field in qualitative
classroom-based research 57
CHAPTER 4
Content teaching, meaning making and the construction
of knowledge 65
4.1 Introduction 66
4.2 Cornerstones in the analysis of knowledge construction 67
4.3 Classroom practices 75
4.4 Summary and conclusions 90
chapter 5
Questions in the CLIL classroom 93
5.1 Introduction 93
5.2 Typologies of classroom questions 95
5.3 Quantitative overview of findings 100
5.4 Classroom practices 101
5.5 Questions and the handling of communication breakdowns 119
5.6 Discussion of findings 123
chapter 6
Academic language functions 127
6.1 Introduction 127
6.2 Definition 131
6.2.1 Defining definitions 131
6.2.2 Classroom practices 132
6.2.3 Discussion of findings on definitions 138
6.3 Explanation 139
6.3.1 Operationalizing explanations 139
6.3.2 Structural and functional characteristics of explanations 143
6.3.3 Classroom practices 152
6.3.4 Discussion of findings on explanations 158
6.4 Hypothesizing and predicting 159
6.4.1 Operationalizing hypothesizing and predicting 160
6.4.2 Classroom practices 162
6.4.3 Conclusions on hypothesizing 168
6.5 Conclusions on academic speech functions 169
CHAPTER 7
Passages of politeness: classroom directives 173
7.1 Introduction 173
7.2 Conceptual background of the analysis 175
7.2.1 Previous studies of classroom politeness and directives 175
7.2.2 A framework for analysis 178
7.3 Quantitative overview of the findings 183
7.4 Classroom practices 185
7.5 Discussion of findings 197
chapter 8
Conversationalists in the classroom? Repair, feedback
and correction 205
8.1 Introduction 205
8.2 Conceptual framework 208
8.2.1 A sequential view of repair 209
8.2.2 Categories of repairables 217
8.2.3 Data, methods, research questions 220
8.3 Classroom practices 221
8.3.1 How frequent is repair in CLIL classrooms? 221
8.3.2 Frequency of repairable types 229
8.3.3 Sequential organization of repair - trajectory types 232
8.3.4 Links between repairable types and repair types 235
8.3.5 Realization of repair initiations by 'other' 241
8.4 The question of face threat and other factors in repair realization 243
8.5 Conclusions 253
chapter 9
The CLIL classroom as a language learning environment 257
9.1 Introduction 257
9.2 Theoretical approaches to second language learning 258
9.3 Stakeholder notions of SLL 265
9.4 Theory mapped onto practice: communicative competence in the
CLIL lesson speech event 277
chapter 10
Conclusions, implications and prospects 293
Notes 299
References 307
Index 327 |
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| spelling | Dalton-Puffer, Christiane 1961- Verfasser (DE-588)133978885 aut Discourse in content and language integrated learning (CLIL) classrooms Christiane Dalton-Puffer Amsterdam [u.a.] Benjamins 2007 XII, 330 S. txt rdacontent n rdamedia nc rdacarrier Language learning & language teaching 20 Includes bibliographical references and index Language and education Conversation analysis Speech acts (Linguistics) Fremdsprachenunterricht (DE-588)4018428-6 gnd rswk-swf Fremdsprachenunterricht (DE-588)4018428-6 s DE-604 Erscheint auch als Online-Ausgabe, PDF 978-90-272-9193-6 Language learning & language teaching 20 (DE-604)BV016404120 20 HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016227161&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
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| title | Discourse in content and language integrated learning (CLIL) classrooms |
| title_auth | Discourse in content and language integrated learning (CLIL) classrooms |
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| title_exact_search_txtP | Discourse in content and language integrated learning (CLIL) classrooms |
| title_full | Discourse in content and language integrated learning (CLIL) classrooms Christiane Dalton-Puffer |
| title_fullStr | Discourse in content and language integrated learning (CLIL) classrooms Christiane Dalton-Puffer |
| title_full_unstemmed | Discourse in content and language integrated learning (CLIL) classrooms Christiane Dalton-Puffer |
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