Functional Plurality of Language in Contextualised Discourse. Eighth Brno Conference on Linguistics Studies in English. Conference Proceedings. Brno, 12–13 September 2019Kapitola
Disciplinary language at school: Sites of integration in content-and-language-integrated learning (CLIL)Rok vydání: 2020
The teaching of languages in Europe emphasises the learning of English, increasingly with a view towards using it in a professional and academic environment. One development over the last few decades in response to this demand for more specialised English proficiency has been the introduction of Content-and-Language-Integrated Learning (CLIL). One of the major benefits of CLIL lies in its potential in fostering language abilities that relate directly to the school subjects taught through the integrated learning of new content and new aspects of the foreign language. I aim to contribute here to our conceptualisation of this nexus by positing and presenting evidence for a dual perspective of disciplinary language. This definition embraces both the production of lexico-grammatical and discursive patterns appropriate to the subject being taught and the verbal and multimodal practices associated with acquiring them.
The teaching of languages in Europe emphasises the learning of English, increasingly with a view towards using it in a professional and academic environment. One development over the last few decades in response to this demand for more specialised English
Bhatia, V. K. (2004) Worlds of Written Discourse. London: Continuum.
Biber, D. (2006) University language: A Corpus-Based Study of Spoken and Written Registers (Vol. 23). Amsterdam: John Benjamins. https://doi.org/10.1075/scl.23
Collins, J. W. and O’Brien, N. P. (2011) The Greenwood Dictionary of Education. ABC-CLIO.
Coyle, D., Hood, P. and Marsh, D. (2010) Content and Language Integrated Learning. Stuttgart: Ernst Klett Sprachen.
Dalton-Puffer, C. (2007) Discourse in CLIL Classrooms. Amsterdam: John Benjamins.
Dalton-Puffer, C. (2016) ‘Cognitive discourse functions: Specifying an integrative interdisciplinary construct.’ In: Nikula, T., Dafouz, E., Moore, P. and Smit, U. (eds) Conceptualising Integration in CLIL and Multilingual Education. Bristol: Multilingual Matters. 29-54. https://doi.org/10.21832/9781783096145-005
European Commission (2014) Special Eurobarometer 386: Europeans and Their Languages. https://data.europa.eu/euodp/en/data/dataset/S1049_77_1_EBS386
Hüttner, J. and Smit, U. (2014) ‘CLIL (Content and Language Integrated Learning): The bigger picture. A response to: A. Bruton. 2013. CLIL: Some of the reasons why … and why not. System 41 (2013): 587–597.’ System 44(1), 160-167. https://doi.org/10.1016/j.system.2014.03.001
Hüttner, J. and Smit, U. (2017) ‘Negotiating political positions: subject-specific oral language use in CLIL classrooms.’ International Journal of Bilingual Education and Bilingualism 21, 287-302. https://doi.org/10.1080/13670050.2017.1386616
Jiménez-Aleixandre, M. P. and Erduran, S. (2008) ‘Argumentation in science education: An overview.’ In: Erduran, S. and Jiménez-Aleixandre, M. P. (eds) Argumentation in Science Education: Perspectives from Classroom-Based Research. Dordrecht: Springer. 3-27. https://doi.org/10.1007/978-1-4020-6670-2_1
Llinares, A., Morton, T. and Whittaker, R. (2012) The Roles of Language in CLIL. Cambridge: Cambridge University Press.
Lea, M. R. and Street, B. V. (2006) ‘The “Academic Literacies” model: theory and applications.’ Theory into Practice 45(4), 368-377. https://doi.org/10.1207/s15430421tip4504_11
Lorenzo, F. and Trujillo, F. (2017) ‘Languages of schooling in European policymaking: present state and future outcomes.’ EuJAL 5(2), 177-197. https://doi.org/10.1515/eujal-2017-0007
Meyer, O. and Coyle, D. (2017) ‘Pluriliteracies teaching for learning: conceptualizing progression for deeper learning in literacies development.’ EuJAL 5(2), 199-222. https://doi.org/10.1515/eujal-2017-0006
Nikula, T., Dafouz, E., Moore, P. and Smit, U. (eds) (2016) Conceptualising Integration in CLIL and Multilingual Education. Bristol: Multilingual Matters. https://doi.org/10.21832/9781783096145
Nussbaum, E. M. and Edwards, O. V. (2011) ‘Critical questions and argument stratagems: a framework for enhancing and analyzing students’ reasoning practices.’ Journal of the Learning Sciences 20, 443-488. https://doi.org/10.1080/10508406.2011.564567
Rieder-Bünemann, A., Hüttner, J. and Smit, U. (2019) ‘Capturing technical terms in spoken CLIL: a holistic model for identifying subject-specific vocabulary.’ Journal of Immersion and Content-Based Instruction 7(1), 4-29. https://doi.org/10.1075/jicb.17029.rie
Rieder-Bünemann, A., Hüttner, J. and Smit, U. (forthc.) ‘Subject-specific vocabulary in CLIL student interactions.’
Schleppegrell, M. J. (2004) The Language of Schooling: A Functional Linguistic Perspective. Mahwah, NJ: Lawrence Erlbaum. https://doi.org/10.4324/9781410610317
Shanahan, T. and Shanahan, C. (2012) ‘What is disciplinary literacy and why does it matter?’ Topics in Language Disorders 32(1), 7-18. https://doi.org/10.1097/TLD.0b013e318244557a
Snow, C. E. and Uccelli, P. (2009). ‘The challenge of academic language’. In: Olson, D. R. and Torrance, N. (eds) The Cambridge Handbook of Literacy. Cambridge: Cambridge University Press. 112-133. https://doi.org/10.1017/CBO9780511609664.008
Swales, J. (2004) Research Genres. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139524827