Conceptualising Integration in Clil and

Content and Language Integrated Learning (CLIL) is a form of education that combines language and content learning objectives, a shared concern with other models of bilingual education. While CLIL research has often addressed learning outcomes, this volume focuses on how integration can be conceptualised and investigated. Using different theoretical and methodological approaches, ranging from socioconstructivist learning theories to systemic functional linguistics, the book explores three intersecting perspectives on integration concerning curriculum and pedagogic planning, participant perceptions and classroom practices. The ensuing multidimensionality highlights that in the inherent connectedness of content and language, various institutional, pedagogical and personal aspects of integration also need to be considered.

Tarja Nikula is Professor at the Centre for Applied Language Studies, University of Jyväskylä, Finland. Her research interests include CLIL, classroom discourse, pragmatics of language learning and use, language education policies, multilingual classroom practices.Emma Dafouz is Associate Professor in the Department of English Language and Linguistics at the Universidad Complutense de Madrid, Spain. Her research interests include CLIL, English-medium instruction, language policies, higher education and classroom discourse.Pat Moore is Senior Lecturer in the Department of Philology and Translation at the Universidad Pablo de Olavide, Spain. Her research interests include CLIL, bilingualism, translanguaging, bilingual education and classroom praxis.Ute Smit is Associate Professor in the Department of English Studies at the University of Vienna, Austria. Her research interests include CLIL, English-medium instruction, English as a lingua franca, language policy and classroom discourse.

Contributors

Acknowledgements

Rick De Graaff: Foreword: Integrating Content and Language in Education: Best of Both Worlds?

Tarja Nikula, Christiane Dalton-Puffer, Ana Llinares and Francisco Lorenzo: More Than Content and Language: The Complexity of Integration in CLIL and Multilingual Education

Part 1: Curriculum and Pedagogy Planning

1. Christiane Dalton-Puffer: Cognitive Discourse Functions: Specifying an Integrative Interdisciplinary Construct

2. Francisco Lorenzo and Christiane Dalton-Puffer: Historical Literacy in CLIL: Telling the Past in a Second Language

3. Angela Berger: Learning Mathematics Bilingually: An Integrated Language and Mathematics Model (ILMM) of Word Problem Solving Processes in English as a Foreign Language

4. Richard Barwell: A Bakhtinian Perspective on Language and Content Integration: Encountering the Alien Word in Second Language Mathematics Classrooms

Part 2: Participants

5. Emma Dafouz, Julia Hüttner and Ute Smit: University Teachers' Beliefs of Language and Content Integration in English-Medium Education in Multilingual University Settings

6. Kristiina Skinnari and Eveliina Bovellan: CLIL Teachers' Beliefs about Integration and about their Professional Roles: Perspectives from a European Context

Part 3: Practices

7. Tom Morton and Teppo Jakonen: Integration of Language and Content through Languaging in CLIL Classroom Interaction: A Conversation Analysis Perspective

8. Ana Llinares and Tarja Nikula: Teacher and Student Evaluative Language in CLIL across Contexts: Integrating SFL and Pragmatic Approaches

9. Pat Moore and Tarja Nikula: Translanguaging in CLIL Classrooms

10. Constant Leung and Tom Morton: Conclusion: Language Competence, Learning and Pedagogy in CLIL - Deepening and Broadening Integration

References

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Conceptualising Integration in Clil and Multilingual Education

Summary

Author Biography

Table of Contents

Supplemental Materials