Building Disciplinary Literacies in Content and Language Integrated Learning

AvJulia Hüttner,Christiane Dalton-Puffer

Inbunden, Engelska, 2024

Del i serien Routledge Series in Language and Content Integrated Teaching & Plurilingual Education

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Beskrivning

Hüttner and Dalton-Puffer present research demonstrating the tangible benefits of the long-term sustainability of Content and Language Integrated Learning (CLIL) on participants’ educational outcomes.The chapters outline the argument that the main benefit of CLIL lies in the fact that learners acquire specific literacy practices linked to the curricular subjects they study via the CLIL language and that these go beyond what is commonly learned and studied within a foreign language curriculum. The book provides an orientation as to how such disciplinary literacy or literacies can be conceptualised and understood, and introduces several models that have served to make disciplinary literacies graspable and visible. The various chapters showcase research and development projects from different geographical and educational contexts and therefore elaborate ideas around disciplinary literacies from different vantage points.This book aims at a wide and varied readership, including graduate students studying applied linguistics, foreign language education, and/or teaching methodology; language teachers; content subject teachers with an interest in the linguistic side of their subject; and teacher trainers.

Produktinformation

Utgivningsdatum:2024-06-28
Mått:156 x 234 x 18 mm
Vikt:440 g
Format:Inbunden
Språk:Engelska
Serie:Routledge Series in Language and Content Integrated Teaching & Plurilingual Education
Antal sidor:226
Förlag:Taylor & Francis Ltd
ISBN:9781032517292

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Mer om författaren

Julia Hüttner is Professor of English Language Education at the University of Vienna, Austria.Christiane Dalton-Puffer is Professor of English Language Linguistics at the University of Vienna, Austria. She is the co-series editor for the CLIL and Plurilingual Education book series with Routledge.

Innehållsförteckning

1. Introduction: the conceptualisation of disciplinary literacies in CLILCHRISTIANE DALTON-PUFFER, JULIA HÜTTNER AND TARJA NIKULAPART 1: Observing disciplinary literacies in action2. Students’ depictive gestures in CLIL classroom interaction: a manifestation of subject-specific knowledgeLEILA KÄÄNTÄ AND GABRIELE KASPER3. CLIL learners' categorizations: Writing about history in English across three grade levels in Spanish bilingual schoolsNATALIA EVNITSKAYA AND CHRISTIANE DALTON-PUFFERPART 2: Making disciplinary literacies assessable4. A functional description of disciplinary literacy in history: Applications of the Common European Framework of Reference for Languages to content and language integrated learning coursesADRIÁN GRANADOS AND FRANCISCO LORENZO5. Assessing CLIL students’ expression of Explore across languages and school disciplines: an interdisciplinary approachANA LLINARES AND TOM MORTONPART 3: Disciplinary literacy awareness and pedagogy6. Disciplinary Literacy in a University German ProgrammeDIANA FEICK AND STEFAN RAHN7. “The science of it …” – the potential of cognitive discourse functions for an integrative CLIL pedagogyTHOMAS HASENBERGER8. Designing Materials for Building Subject-Specific Literacies: Secondary-Level ChemistryYEN-LING TERESA TING9 Cognitive Discourse Functions in History CLIL Education: Insights from a Design-Based Research Study on Conceptual LinksSILVIA RIEDER-MARSCHALLINGERPostscript10 Unpacking disciplinary literaciesTESSA MEARNSIndex