Discourse in content and language integrated learning (CLIL) classrooms / Christiane Dalton-Puffer.

By:

Dalton-Puffer, Christiane, 1961-

Material type: Text

TextSeries: Language learning and language teaching ; v. 20.Publication details: Amsterdam ; Philadelphia : John Benjamins Pub., ©2007.Description: 1 online resource (xii, 330 pages) : illustrationsContent type:

text

Media type:

computer

Carrier type:

online resource

ISBN:

9789027291936
9027291934
1282152580
9781282152588
9786612152580
6612152583

Subject(s): Genre/Form:

Additional physical formats: Print version:: Discourse in content and language integrated learning (CLIL) classrooms.DDC classification:

418.0071 22

LOC classification:

P40.8 .D35 2007eb

Online resources:

Click here to access online

Contents:

Discourse in Content and Language Integrated Learning (CLIL) Classrooms; Editorial page; Title page; LCC data; Table of contents; Acknowledgements; Transcription conventions; 1. Introduction; 2. The classroom as discourse space; 3. The study -- setting, methods, data; 4. Content teaching, meaning makingand the construction of knowledge; 5. Questions in the CLIL classroom; 6. Academic language functions; 7. Passages of politeness*; 8. Conversationalists in the classroom?; 9. The CLIL classroom as a language learning environment; 10. Conclusions, implications and prospects; Notes; References.

Summary: The label CLIL stands for classrooms where a foreign language (English) is used as a medium of instruction in content subjects. This book provides a first in-depth analysis of the kind of communicative abilities which are embodied in such CLIL classrooms. It examines teacher and student talk at secondary school level from different discourse-analytic angles, taking into account the interpersonal pragmatics of classroom discourse and how school subjects are talked into being during lessons. The analysis shows how CLIL classroom interaction is strongly shaped by its institutional context, which.

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Electronic-Books	OPJGU Sonepat- Campus	E-Books EBSCO			Available

Includes bibliographical references (pages 307-326) and index.

The label CLIL stands for classrooms where a foreign language (English) is used as a medium of instruction in content subjects. This book provides a first in-depth analysis of the kind of communicative abilities which are embodied in such CLIL classrooms. It examines teacher and student talk at secondary school level from different discourse-analytic angles, taking into account the interpersonal pragmatics of classroom discourse and how school subjects are talked into being during lessons. The analysis shows how CLIL classroom interaction is strongly shaped by its institutional context, which.