Discourse in Content and Language Integrated Learning (CLIL) Classrooms

1. Acknowledgements; 2. Transcription conventions; 3. 1. Introduction; 4. 1.1 What CLIL is and why one should study it; 5. 1.2 The relationship of language and content; 6. 1.3 A constructivist and participatory understanding of learning; 7. 1.4 Research questions and goals of this study; 8. 2. The classroom as a discourse space; 9. 2.1 School lessons: The speech event; 10. 2.2 Roles and scripts: Ritual aspects of classroom talk; 11. 2.3 Classroom registers and activity types; 12. 2.4 Whole class interaction and the IRF-cycle; 13. 2.5 Classroom talk as conversation; 14. 2.6 Speech acts and the management of interpersonal relations; 15. 2.7 Genre aspects of classroom talk; 16. 2.8 A multi-perspectival approach; 17. 3. The study: Setting, methods, data; 18. 3.1 The sociolinguistic and institutional context of CLIL in Austria: A sketch; 19. 3.2 Research concept; 20. 3.3 Methodological reflections: The researcher and the field in qualitative classroom-based research; 21. 4. Content teaching, meaning making and the construction of knowledge; 22. 4.1. Introduction; 23. 4.2. Cornerstones in the analysis of knowledge construction; 24. 4.3. Classroom practices; 25. 4.4. Summary and conclusions; 26. 5. Questions in the CLIL classroom; 27. 5.2. Typologies of classroom questions; 28. 5.3. Quantitative overview of findings; 29. 5.4. Classroom practices; 30. 5.5 Questions and the handling of communication breakdowns; 31. 5.6 Discussion of findings; 32. 6. Academic language functions; 33. 6.1. Introduction; 34. 6.2 Definition; 35. 6.3 Explanation; 36. 6.4 Hypothesizing and predicting; 37. 6.5 Conclusions on academic speech functions; 38. 7. Passages of politeness: Classroom directives; 39. 7.1. Introduction; 40. 7.2. Conceptual background of the analysis; 41. 7.3. Quantitative overview of the findings; 42. 7.4. Classroom practices; 43. 7.5. Discussion of findings; 44. 8. Conversationalists in the classroom? Repair, feedback and correction; 45. 8.1. Introduction; 46. 8.2. Conceptual framework; 47. 8.3. Classroom practices; 48. 8.4 The question of face-threat and other factors in repair realization; 49. 8.5. Conclusions; 50. 9. The CLIL classroom as a language learning environment; 51. 9.1 Introduction; 52. 9.2. Theoretical approaches to second language learning; 53. 9.3 Stakeholder notions of second language learning; 54. 9.4 Theory mapped onto practice: communicative competence in the CLIL-lesson speech event; 55. 10. Conclusions, implications and prospects; 56. Notes; 57. References; 58. Index