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UNIVERSIDAD AUTÓNOMA DE MADRID
Wednesday, 12th February 2020
Sala de Juntas 312 (Mod. VI BIS, Fac. Filosofía y Letras)
Introduction to the session & UAM-CLIL research group
Tarja Nikula (U. Jyväskylä)
Disciplinary literacy perspective on L2 learning in CLIL: a qualitative analysis of classroom practices
Dominik Rumlich (U. Paderborn)
(Quantitative) CLIL research in Spain, Germany and beyond: Different contexts, similar issues
-Elisa Hidalgo (UAM) on qualitative research methodology
-Thomas Somers (UAM) on quantitative research methodology
General discussion/Round up
Edited by Ana Llinares and Tom Morton
Autonomous University of Madrid / Birkbeck, University of London
This book represents the first 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.
Ana Llinares, Tom Morton, and Rachel Whittaker
Autonomous University of Madrid
This book provides a comprehensive guide to the various roles of language in CLIL. Drawing on the authors’ wide experience as CLIL teacher educators and researchers, the book will raise practitioners’ awareness of how language works in CLIL.
It presents a solid framework for CLIL, underpinned by social theories of language and learning, with both a descriptive and dynamic approach to the different roles of language in CLIL. It offers a view of language as fully integrated in content learning, based on a corpus of authentic classroom interaction and students’ written productions across different subjects and from different countries.
It provides extensive coverage of the role of literacy across the most commonly-taught CLIL subjects and a new content-language integrated model of assessment. This book is unique in combining ideas for CLIL teachers to take informed decisions as to the language side of CLIL, in integration with the content, as well as for CLIL researchers to develop new projects.
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