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22 Research and didactics of Specialized Communication: Content and Language Integrated Learning

  • Ana Llinares
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Specialized Communication
This chapter is in the book Specialized Communication

Abstract

Students’ mastery of specialised language for the expression of content is key for their success in different academic disciplines but it also represents a challenge for teachers and students at different educational levels. This challenge is even bigger when these disciplines are learnt and taught in an additional language, as in Content and Language Integrated Learning (CLIL) programmes. While in the early days CLIL research mainly focused on the effects of CLIL programmes on students’ general competence in the target language, more recent studies have focused on CLIL as a pedagogical approach, thus exploring how content and language can be best taught, learnt, and assessed in integration across school/academic disciplines (history, biology, technology, …). Thus, CLIL research is gradually paying more attention to subject and general academic literacies. In this scenario, drawing on insights from research within the UAM CLIL research group (http://www.uam-clil.org), as well as on other studies, this chapter will showcase the role of Systemic Functional Linguistic (SFL) models, such as Genre Pedagogy or Appraisal Theory, and other related models, such as Legitimation Code Theory and Cognitive Discourse Functions, in the understanding of the role of language in the expression of content, teachers’ and students’ views of content and language integration, classroom practices, and collaborative work in CLIL.

Abstract

Students’ mastery of specialised language for the expression of content is key for their success in different academic disciplines but it also represents a challenge for teachers and students at different educational levels. This challenge is even bigger when these disciplines are learnt and taught in an additional language, as in Content and Language Integrated Learning (CLIL) programmes. While in the early days CLIL research mainly focused on the effects of CLIL programmes on students’ general competence in the target language, more recent studies have focused on CLIL as a pedagogical approach, thus exploring how content and language can be best taught, learnt, and assessed in integration across school/academic disciplines (history, biology, technology, …). Thus, CLIL research is gradually paying more attention to subject and general academic literacies. In this scenario, drawing on insights from research within the UAM CLIL research group (http://www.uam-clil.org), as well as on other studies, this chapter will showcase the role of Systemic Functional Linguistic (SFL) models, such as Genre Pedagogy or Appraisal Theory, and other related models, such as Legitimation Code Theory and Cognitive Discourse Functions, in the understanding of the role of language in the expression of content, teachers’ and students’ views of content and language integration, classroom practices, and collaborative work in CLIL.

Chapters in this book

  1. Frontmatter i
  2. Content i
  3. Preface xiii
  4. I General aspects
  5. 1 Models and concepts of Specialized Communication 3
  6. 2 Typology of Languages for Special Purposes and Specialized Communication 31
  7. 3 Communication about specialized knowledge 51
  8. 4 Specialized Communication and cognition 67
  9. 5 Inter- and transdisciplinarity 87
  10. 6 Multilingual Specialized Communication 107
  11. 7 Intercultural Specialized Communication 125
  12. 8 Linguae francae in Specialized Communication 143
  13. II Functional aspects
  14. 9 Efficiency of Specialized Communication 169
  15. 10 Figurative language in domain-specific communication 191
  16. 11 The cognition of credibility in Specialized Communication 213
  17. 12 The multimodal complexity of Specialized Communication: Examples and approaches 237
  18. 13 Cohesion and coherence in specialized written communication 257
  19. 14 Gender aspects in Specialized Communication 277
  20. 15 Authorship and anonymity in Specialized Communication 297
  21. 16 Power in Specialized Communication 319
  22. 17 Epistemicide and Open Science Communication 339
  23. III Methodological aspects
  24. 18 Critical Genre Analysis of specialized texts: Demystifying professional practices 361
  25. 19 Terminology and terminography in Specialized Communication 385
  26. 20 Corpus linguistics in Languages for Specific Purposes (LSP) 407
  27. 21 Academic language and content development for multilingual learners: the SIOP model 433
  28. 22 Research and didactics of Specialized Communication: Content and Language Integrated Learning 453
  29. 23 Ethnography and ethnographic methods in Specialized Communication 475
  30. 24 Conversation Analysis and Specialized Communication 495
  31. 25 Needs analysis 513
  32. 26 Communication in multilingual workplaces: A mixed methods approach 529
  33. 27 Qualitative and quantitative text analysis 545
  34. IV Media aspects
  35. 28 Specialized Communication in literary texts 563
  36. 29 Orality (and/as media) in Specialized Communication 589
  37. 30 Towards collaborative journalism in Specialized Communication 611
  38. 31 Specialized Communication in the press 625
  39. 32 Specialized Communication in the World Wide Web 645
  40. 33 Specialized Communication in social media 665
  41. 34 Language construction and Specialized Communication 687
  42. 35 Languages of logical calculation 707
  43. 36 Open Access publishing 725
https://doi.org/10.1515/9783110672633-022

Chapters in this book

  1. Frontmatter i
  2. Content i
  3. Preface xiii
  4. I General aspects
  5. 1 Models and concepts of Specialized Communication 3
  6. 2 Typology of Languages for Special Purposes and Specialized Communication 31
  7. 3 Communication about specialized knowledge 51
  8. 4 Specialized Communication and cognition 67
  9. 5 Inter- and transdisciplinarity 87
  10. 6 Multilingual Specialized Communication 107
  11. 7 Intercultural Specialized Communication 125
  12. 8 Linguae francae in Specialized Communication 143
  13. II Functional aspects
  14. 9 Efficiency of Specialized Communication 169
  15. 10 Figurative language in domain-specific communication 191
  16. 11 The cognition of credibility in Specialized Communication 213
  17. 12 The multimodal complexity of Specialized Communication: Examples and approaches 237
  18. 13 Cohesion and coherence in specialized written communication 257
  19. 14 Gender aspects in Specialized Communication 277
  20. 15 Authorship and anonymity in Specialized Communication 297
  21. 16 Power in Specialized Communication 319
  22. 17 Epistemicide and Open Science Communication 339
  23. III Methodological aspects
  24. 18 Critical Genre Analysis of specialized texts: Demystifying professional practices 361
  25. 19 Terminology and terminography in Specialized Communication 385
  26. 20 Corpus linguistics in Languages for Specific Purposes (LSP) 407
  27. 21 Academic language and content development for multilingual learners: the SIOP model 433
  28. 22 Research and didactics of Specialized Communication: Content and Language Integrated Learning 453
  29. 23 Ethnography and ethnographic methods in Specialized Communication 475
  30. 24 Conversation Analysis and Specialized Communication 495
  31. 25 Needs analysis 513
  32. 26 Communication in multilingual workplaces: A mixed methods approach 529
  33. 27 Qualitative and quantitative text analysis 545
  34. IV Media aspects
  35. 28 Specialized Communication in literary texts 563
  36. 29 Orality (and/as media) in Specialized Communication 589
  37. 30 Towards collaborative journalism in Specialized Communication 611
  38. 31 Specialized Communication in the press 625
  39. 32 Specialized Communication in the World Wide Web 645
  40. 33 Specialized Communication in social media 665
  41. 34 Language construction and Specialized Communication 687
  42. 35 Languages of logical calculation 707
  43. 36 Open Access publishing 725
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