The pragmatics of L2 in CLIL
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Didier Maillat
Abstract
Results, drawn from naturally occurring classroom interactions in CLIL environments collected in Switzerland, are used to argue that a theoretical proposal can be made about the specific impact that CLIL has on second language learning. Based on the observation of a combination of qualitative and quantitative data, it will be claimed that CLIL offers a learning environment which favourably influences the conditions of L2 use and, therefore, its acquisition. Specifically, the model suggested here argues for a pragmatic effect – the mask effect – which is taken to facilitate the spoken production of CLIL students. This effect is related to current research in the cognitive psychology of bilingualism as it links the mask effect with an ability to focus on the relevant aspects of the task at hand while inhibiting irrelevant ones.
Abstract
Results, drawn from naturally occurring classroom interactions in CLIL environments collected in Switzerland, are used to argue that a theoretical proposal can be made about the specific impact that CLIL has on second language learning. Based on the observation of a combination of qualitative and quantitative data, it will be claimed that CLIL offers a learning environment which favourably influences the conditions of L2 use and, therefore, its acquisition. Specifically, the model suggested here argues for a pragmatic effect – the mask effect – which is taken to facilitate the spoken production of CLIL students. This effect is related to current research in the cognitive psychology of bilingualism as it links the mask effect with an ability to focus on the relevant aspects of the task at hand while inhibiting irrelevant ones.
Chapters in this book
- Prelim pages i
- Table of contents v
- Acknowledgements vii
- Preface ix
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Introduction
- Charting policies, premises and research on content and language integrated learning 1
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Part I. General and theoretical issues
- On the natural emergence of language structures in CLIL 23
- The pragmatics of L2 in CLIL 39
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Part II. CLIL at the secondary level
- A cross-sectional analysis of oral narratives by children with CLIL and non-CLIL instruction 61
- Using a genre-based approach to integrating content and language in CLIL 81
- Effects of CLIL on a teacher’s classroom language use 105
- Writing and speaking in the history class 125
- Language as a meaning making resource in learning and teaching content 145
- The CLIL differential 169
- Written production and CLIL 191
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Part III. CLIL at the tertiary level
- Metadiscursive devices in university lectures 213
- Language Matters 233
- CLIL in an English as a lingua franca (ELF) classroom 259
- Language use and language learning in CLIL 279
- Subject index 293
Chapters in this book
- Prelim pages i
- Table of contents v
- Acknowledgements vii
- Preface ix
-
Introduction
- Charting policies, premises and research on content and language integrated learning 1
-
Part I. General and theoretical issues
- On the natural emergence of language structures in CLIL 23
- The pragmatics of L2 in CLIL 39
-
Part II. CLIL at the secondary level
- A cross-sectional analysis of oral narratives by children with CLIL and non-CLIL instruction 61
- Using a genre-based approach to integrating content and language in CLIL 81
- Effects of CLIL on a teacher’s classroom language use 105
- Writing and speaking in the history class 125
- Language as a meaning making resource in learning and teaching content 145
- The CLIL differential 169
- Written production and CLIL 191
-
Part III. CLIL at the tertiary level
- Metadiscursive devices in university lectures 213
- Language Matters 233
- CLIL in an English as a lingua franca (ELF) classroom 259
- Language use and language learning in CLIL 279
- Subject index 293
