By Dr. Christiane Dalton-Puffer, Tarja Nikula, Prof. Dr. Ute Smit
This quantity explores a hugely topical factor in moment and overseas language schooling: the spreading perform in mainstream schooling to coach content material matters via a overseas language. CLIL has been enthusiastically embraced as a language enrichment degree in lots of contexts and at last learn can supply principled insights into its dynamics and potentials. The editors' introductory and concluding chapters supply a synthesis of present CLIL study in addition to a severe dialogue of unresolved matters bearing on either to theoretical matters and learn perform. the person contributions b. Read more...
content material: Language Use and Language studying in CLIL study rooms; Editorial web page; identify web page; LCC facts; desk of contents; Acknowledgements; Preface; References; Charting guidelines, premises and examine on content material and language built-in studying; 1. Defining CLIL; 2. CLIL in Europe: coverage and implementation; three. Underlying assumptions; four. review of analysis on CLIL; five. On theoretical and methodological tendencies; 6. Introducing the quantity; References; web content pointed out; half I. basic and theoretical matters; at the ordinary emergence of language constructions in CLIL; The pragmatics of L2 in CLIL.
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Additional info for Language Use and Language Learning in CLIL Classrooms (AILA Applied Linguistics Series)
To become fluent, children need very frequent and varied exposure to the second language for an extended period of time. c. Language should not be taught as a system but should be made available to learners. At the outset we should emphasise the fact that one of the key characteristics of linguistic development within bilingual learning relates to the fact that it implies vehicular use of language as a tool for the gathering and sharing of knowledge: Language as the means of study rather than the object of study.
In other words this type of model assumes that interpretative processes can (re-)shape the language system of the learner. In this sense it contrasts sharply with a model of acquisition that regards pragmatics as a module which works independently of the core modules (morphology, syntax, phonology, semantics, lexicon) as a last meaning enrichment process. Jäger (2004), in particular, shows how pragmatic constraints on morpho-syntactic case markers can lead to their grammaticalisation. Thus, OT investigates how pragmatic constraints can affect the learning algorithm.
The effects of Content and Language Integrated Learning (CLIL) in European education: Key findings from the Andalusian bilingual sections evaluation project. Applied Linguistics 31(3): 418–442. Loschky, L. & Bley-Vroman, R. 1993. Grammar and task-based methodology. In Tasks and Language Learning: Integrating Theory and Practice, G. Crookes & S. Gass (eds), 123–167. Clevedon: Multilingual Matters. Lyster, R. 1998. Form in immersion classroom discourse: In or out of focus? Canadian Journal of Applied Linguistics 20: 53–82.