Llinares, A. & T. Morton (eds.). (2017). Applied linguistic perspectives on CLIL. Amsterdam: John Benjamins Publishing Company.

This book represents a 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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Table of Contents

  • Content and Language Integrated Learning (CLIL): Type of programme or pedagogical model? (Tom Morton and Ana Llinares)
  • Introduction
    Part I. Second Language Acquisition (SLA) perspectives
  • Introduction to part I: SLA perspectives on learning and teaching language through content (Roy Lyster)
  • CLIL and SLA: Insights from an interactionist perspective (María del Pilar García Mayo and María Basterrechea)
  • Motivation, second language learning and CLIL (Liss Kerstin Sylvén)
  • Investigating pragmatics in CLIL through students’ requests (Nashwa Nashaat Sobhy)
  • Part II. Systemic Functional Linguistics (SFL) perspectives
  • Introduction to part II: Systemic Functional LInguistics: A theory for integrating content language learning (CLIL) (Caroline Coffin)
  • Genre and appraisal in CLIL history texts: Developing the voice of the historian (Anne McCabe and Rachel Whittaker)
  • Speech and function analysis to explore CLIL students’ spoken language for knowledge construction (Ana Llinares and Tom Morton)
  • Multi-semiotic resources providing maximal input in teaching science through English (Gail Forey and John Polias)
  • Part III. Discourse analysis perspectives
  • Introduction to part III: Discourse analysis and CLIL (Christiane Dalton-Puffer)
  • Classroom interactional competence in content language integrated learning (Cristina Escobar Urmeneta and Steve Walsh)
  • Multimodal conversations analysis and CLIL classroom practices (Natalia Evnitskaya and Teppo Jakonen)
  • Assessment for learning in CLIL classroom discourse: The case of metacognitive questions (Irene Pascual and Rachel Basse)
  • Part IV. Sociolinguistic perspectives
  • Introduction to part IV: The target language, the sociolinguistic and the educational context in CLIL programs (Jasone Cenoz)
  • ‘I always speak English in my classes’: Reflections on the use of the L1/L2 in English medium instruction (David Lasagabaster)
  • CLIL teachers’ professionalization: Between explicit knowledge and professional identity (Andreas Bonnet and Stephan Breidbach)
  • A sociolinguistic approach to the multifaced Roles of English in English-medium education in multilingual university settings (Emma Dafouz and Ute Smit)
  • Afterword
  • Emerging themes, further research directions (Tarja Nikula)

More information can be found on the website.