Table Of ContentLanguage Use and Language Learning in CLIL Classrooms
AILA Applied Linguistics Series (AALS)
The AILA Applied Linguistics Series (AALS) provides a forum for established
scholars in any area of Applied Linguistics. The series aims at representing
the field in its diversity. It covers different topics in applied linguistics from a
multidisciplinary approach and it aims at including different theoretical and
methodological perspectives. As an official publication of AILA the series will
include contributors from different geographical and linguistic backgrounds.
The volumes in the series should be of high quality; they should break new
ground and stimulate further research in Applied Linguistics.
Editor
Susanne Niemeier
University of Koblenz-Landau
Editorial Board
Jean-Marc Dewaele Rosa M. Manchón
University of London University of Murcia
Nancy H. Hornberger Françoise Salager-Meyer
University of Pennsylvania Universidad de los Andes, Merída
Folkert Kuiken
University of Amsterdam
Volume 7
Language Use and Language Learning in CLIL Classrooms
Edited by Christiane Dalton-Puffer, Tarja Nikula and Ute Smit
Language Use
and Language Learning
in CLIL Classrooms
Edited by
Christiane Dalton-Puffer
University of Vienna
Tarja Nikula
University of Jyväskylä
Ute Smit
University of Vienna
John Benjamins Publishing Company
Amsterdam / Philadelphia
TM The paper used in this publication meets the minimum requirements of
8
American National Standard for Information Sciences – Permanence of
Paper for Printed Library Materials, ansi z39.48-1984.
Library of Congress Cataloging-in-Publication Data
Language use and language learning in CLIL classrooms / edited by Christiane Dalton-
Puffer, Tarja Nikula, Ute Smit.
p. cm. (AILA Applied Linguistics Series, issn 1875-1113 ; v. 7)
Includes bibliographical references and index.
1. Language and languages--Study and teaching. I. Dalton-Puffer, Christiane, 1961- II.
Nikula, Tarja. III. Smit, Ute.
P51.L358 2010
418.0071--dc22 2010038019
isbn 978 90 272 0523 0 (Hb ; alk. paper)
isbn 978 90 272 8751 9 (Eb)
© 2010 – John Benjamins B.V.
No part of this book may be reproduced in any form, by print, photoprint, microfilm, or any
other means, without written permission from the publisher.
John Benjamins Publishing Co. · P.O. Box 36224 · 1020 me Amsterdam · The Netherlands
John Benjamins North America · P.O. Box 27519 · Philadelphia pa 19118-0519 · usa
Table of contents
Acknowledgements vii
Preface ix
Introduction
Charting policies, premises and research
on content and language integrated learning 1
Christiane Dalton-Puffer, Tarja Nikula & Ute Smit
part i. General and theoretical issues
On the natural emergence of language structures in CLIL:
Towards a theory of European educational bilingualism 23
Francisco Lorenzo & Pat Moore
The pragmatics of L2 in CLIL 39
Didier Maillat
part ii. CLIL at the secondary level
A cross-sectional analysis of oral narratives
by children with CLIL and non-CLIL instruction 61
Julia Hüttner & Angelika Rieder-Bünemann
Using a genre-based approach to integrating content
and language in CLIL: The example of secondary history 81
Tom Morton
Effects of CLIL on a teacher’s classroom language use 105
Tarja Nikula
Writing and speaking in the history class: A comparative analysis
of CLIL and first language contexts 125
Ana Llinares & Rachel Whittaker
Language as a meaning making resource in learning
and teaching content: Analysing historical writing in content
and language integrated learning 145
Heini-Marja Järvinen
vi Language Use and Language Learning in CLIL Classrooms
The CLIL differential: Comparing the writing of CLIL
and non-CLIL students in higher colleges of technology 169
Silvia Jexenflicker & Christiane Dalton-Puffer
Written production and CLIL: An empiricial study 191
Yolanda Ruiz de Zarobe
part iii. CLIL at the tertiary level
Metadiscursive devices in university lectures: A contrastive analysis
of L1 and L2 teacher performance 213
Emma Dafouz Milne and Begoña Núñez Perucha
Language Matters: Assessing lecture comprehension
in Norwegian English-medium higher education 233
Glenn Ole Hellekjær
CLIL in an English as a lingua franca (ELF) classroom:
On explaining terms and expressions interactively 259
Ute Smit
Conclusion
Language use and language learning in CLIL: Current findings
and contentious issues 279
Christiane Dalton-Puffer, Tarja Nikula & Ute Smit
Subject index 293
Acknowledgements
As so typical of publication projects, this book – and we as its editors – have
benefitted from an array of fortunate events and a range of supportive people,
whose help we would like to acknowledge. Our most hearty thanks go to
– the numerous participants at the Symposium of the AILA Research Network
on “CLIL and immersion classrooms: applied linguistic perspectives” during
the AILA 2008 conference in Essen, Germany, whose interest and involve-
ment sparked off the idea of publishing a CLIL volume;
– the editors Susanne Niemeier and Kees van Vaes for taking the idea of this
volume on board and helping it through to fruition, not least with their speedy
communication;
– the contributors for being so disciplined in their time-keeping and patience
with us editors;
– Heidi Byrnes, Robert Wilkinson and Dieter Wolff, whose criticism was
enriching in its diversity and helped crystallize and sharpen the contents in
significant ways, especially of the introductory and final chapters;
– Christina Gefäll, Corinna Weiss and Pamela Zankl, whose editing abilities
kept us on the straight and narrow with regard to questions of form.
Finally, our collaboration as a team can look back over a number of successfully
completed projects and we’d like to take this opportunity to thank each other for
being great colleagues, collaborating constructively despite the geographical dis-
tance. Skype and Google.docs made many things possible, but personal meetings
turned out even more helpful, maybe because the laughs shared when face-to-face
proved a highly important energizer to us and the volume.
Preface
This book is a product of the AILA (International Association of Applied Lin-
guistics) Research Network CLIL and Immersion Classrooms: Applied Linguistic
Perspectives, which brings together applied linguists interested in a broad set of
questions relating to education in an additional language. The Research Network
has been particularly active in exploring the European CLIL context, which is
understandable given that CLIL has spread rapidly across the continent since the
early 1990s. The increasing popularity of CLIL is partly due to the European-level
political support that it receives for being a useful means with which to increase
the degree of multilingualism in Europe, partly its motivating forces arise out of
current processes of globalization and internationalization with their challenges
for language education (e.g. Cameron & Block 2002; Luke, Luke & Graham 2007).
The reasons for establishing this research network derive from the fact that,
despite a rapid upsurge of CLIL research during the 1990s, classroom discourse-
focused research initially lagged behind as CLIL researchers’ interests first cen-
tred around questions of implementation, good practice and learning outcomes
(for an overview see Dalton-Puffer & Smit 2007b: 7–15). In 2005, a symposium
held in Vienna gathered together applied linguists interested in classroom-based
CLIL research. Apart from its immediate success as a forum for applied linguistic
exchange on CLIL (cf. Dalton-Puffer & Smit 2007a), this meeting also led to the
creation of a research network (ReN) within AILA in 2006. Since then the ReN
CLIL and Immersion Classrooms: Applied Linguistic Perspectives (www.ichm.org/
clil/) has been an active platform connecting applied linguists who focus their
research interests on educational settings that make use of an additional language
for teaching and learning in diverse content areas, thus engaging in content and
language integrated learning. Based on annual meetings, e.g. the 2nd CLIL Sym-
posium in Vienna in September 2007, the ReN Symposium at the AILA World
Congress in Essen in August 2008, the CLIL Symposium in Miraflores, Spain, in
September 2009 and the CLIL Symposium in Jyväskylä, Finland in June 2010, the
research network has not only grown in size, but also in terms of research interests
and output (cf. Dalton-Puffer & Nikula 2006; Dalton-Puffer & Smit 2007a; Smit &
Dalton-Puffer 2007; Smit, Schiftner & Dalton-Puffer 2010). One can rightly expect
that at its final event at the AILA World Congress in Beijing in August 2011, the
current strong European focus will be complemented by research into CLIL and
immersion activities in other parts of the world, especially Asia.
