|aDiscourse in content and language integrated learning (CLIL) classrooms / |c Christiane Dalton-Puffer.
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|aAmsterdam :|bJohn Benjamins Pub., |c c2007.
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|axii, 330 p. :|bill. ; |c 25 cm.
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|aLanguage learning & language teaching,|x1569-9471 ;|vv. 20
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|aIncludes bibliographical references (p. [307]-326) and index.
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|aAcknowledgements -- Transcription conventions -- Introduction -- 1.1 What CLIL is and why one should study it -- 1.2 The relationship of language and content -- 1.3 A constructivist and participatory understanding of learning -- 1.4 Research questions and goals of this study -- The classroom as discourse space -- 2.1 School lessons: the speech event -- 2.2 Roles and scripts: ritual aspects of classroom talk -- 2.3 Classroom registers and activity types -- 2.4 Whole class interaction and the IRF-cycle -- 2.5 Classroom talk as conversation -- 2.6 Speech acts and the management of interpersonal relations -- 2.7 Genre aspects of classroom talk -- 2.8 A multi-perspectival approach -- The study--setting, methods, data -- 3.1 The sociolinguistic and institutional context of CLIL in Austria: a sketch -- 3.2 Research concept -- 3.3 Methodological reflections: the researcher and the field in qualitative classroom-based research 11 -- Content teaching, meaning making and the construction of knowledge.
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|a4.1 Introduction -- 4.2 Cornerstones in the analysis of knowledge construction -- 4.3 Classroom practices -- 4.4 Summary and conclusions -- Questions in the CLIL classroom -- 5.1 Introduction -- 5.2 Typologies of classroom questions -- 5.3 Quantitative overview of findings -- 5.4 Classroom practices -- 5.5 Questions and the handling of communication breakdowns10 -- 5.6 Discussion of findings -- Academic language functions -- 6.1 Introduction -- 6.2 Definition -- 6.2.1 Defining definitions -- 6.2.2 Classroom practices -- 6.2.3 Discussion of findings on definitions -- 6.3 Explanation -- 6.3.1 Operationalizing explanations -- 6.3.2 Structural and functional characteristics of explanations -- 6.3.3 Classroom practices -- 6.3.4 Discussion of findings on explanations -- 6.4 Hypothesizing and predicting -- 6.4.1 Operationalizing hypothesizing and predicting -- 6.4.2 Classroom practices -- 6.4.3 Conclusions on hypothesizing -- 6.5 Conclusions on academic speech functions -- Passages of politeness: classroom directives.
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|a7.1 Introduction -- 7.2 Conceptual background of the analysis -- 7.2.1 Previous studies of classroom politeness and directives -- 7.2.2 A framework for analysis -- 7.3 Quantitative overview of the findings -- 7.4 Classroom practices -- 7.5 Discussion of findings -- Conversationalists in the classroom? Repair, feedback and correction -- 8.1 Introduction -- 8.2 Conceptual framework -- 8.2.1 A sequential view of repair -- 8.2.2 Categories of repairables -- Discourse in Content and Language integrated Learning (CLIL) Classrooms -- 8.2.3 Data, methods, research questions -- 8.3 Classroom practices -- 8.3.1 How frequent is repair in CLIL classrooms? -- 8.3.2 Frequency of repairable types -- 8.3.3 Sequential organization of repair--trajectory types -- 8.3.4 Links between repairable types and repair types -- 8.3.5 Realization of repair initiations by "other" -- 8.4 The question of face threat and other factors in repair realization -- 8.5 Conclusions -- The CLIL classroom as a language learning environment -- 9.1 Introduction -- 9.2 Theoretical approaches to second language learning -- 9.3 Stakeholder notions of SLL -- 9.4 Theory mapped onto practice: communicative competence in the CLIL lesson speech event -- Conclusions, implications and prospects -- Notes -- References.
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|aLanguage and education.
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|aConversation analysis.
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|aSpeech acts (Linguistics)
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|aLanguage arts|xCorrelation with content subjects.
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|aTweetaligheid.
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|aTweedetaalverwerving.
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|aOnderwijs.
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|3Table of contents only|uhttp://catdir.loc.gov/catdir/toc/ecip0721/2007025057.html
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