CLIL in an English as a lingua franca (ELF) classroom
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Ute Smit
Abstract
Based on a longitudinal study of an international educational programme in English as the participants’ lingua franca, this chapter argues for ‘integrative explaining’ as a new construct that offers direct access to analysing content and language integrated learning at the micro-level. A detailed discourse-pragmatic analysis of twelve lessons spread over two years in this tertiary classroom community of practice has revealed distinct patterns of explaining subject-specific versus general terms and expressions. The results offer new and revealing insights into, firstly, the community-specific discursive ‘principle of joint forces’ and, secondly, the different activation of subject- vs. language expertise in discursively integrating new concepts into already shared knowledge.
Abstract
Based on a longitudinal study of an international educational programme in English as the participants’ lingua franca, this chapter argues for ‘integrative explaining’ as a new construct that offers direct access to analysing content and language integrated learning at the micro-level. A detailed discourse-pragmatic analysis of twelve lessons spread over two years in this tertiary classroom community of practice has revealed distinct patterns of explaining subject-specific versus general terms and expressions. The results offer new and revealing insights into, firstly, the community-specific discursive ‘principle of joint forces’ and, secondly, the different activation of subject- vs. language expertise in discursively integrating new concepts into already shared knowledge.
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
