Building Disciplinary Literacies in Content and Language Integrated Learning

by Julia Hüttner (Editor), Christiane Dalton-Puffer (Editor)

Overview

Hüttner and Dalton 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.

Product Details

ISBN-13:	9781040088586
Publisher:	Taylor & Francis
Publication date:	06/28/2024
Series:	Routledge Series in Language and Content Integrated Teaching & Plurilingual Education
Sold by:	Barnes & Noble
Format:	eBook
Pages:	240
File size:	4 MB

About the Author

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.

Table of Contents

1. Introduction: the conceptualisation of disciplinary literacies in CLIL

CHRISTIANE DALTON-PUFFER, JULIA HÜTTNER AND TARJA NIKULA

PART 1: Observing disciplinary literacies in action

2. Students’ depictive gestures in CLIL classroom interaction: a manifestation of subject-specific knowledge

LEILA KÄÄNTÄ AND GABRIELE KASPER

3. CLIL learners' categorizations: Writing about history in English across three grade levels in Spanish bilingual schools

NATALIA EVNITSKAYA AND CHRISTIANE DALTON-PUFFER

PART 2: Making disciplinary literacies assessable

4. A functional description of disciplinary literacy in history: Applications of the Common European Framework of Reference for Languages to content and language integrated learning courses

ADRIÁN GRANADOS AND FRANCISCO LORENZO

5. Assessing CLIL students’ expression of Explore across languages and school disciplines: an interdisciplinary approach

ANA LLINARES AND TOM MORTON

PART 3: Disciplinary literacy awareness and pedagogy

6. Disciplinary Literacy in a University German Programme

DIANA FEICK AND STEFAN RAHN

7. “The science of it …” – the potential of cognitive discourse functions for an integrative CLIL pedagogy

THOMAS HASENBERGER

8. Designing Materials for Building Subject-Specific Literacies: Secondary-Level Chemistry

YEN-LING TERESA TING

9 Cognitive Discourse Functions in History CLIL Education: Insights from a Design-Based Research Study on Conceptual Links

SILVIA RIEDER-MARSCHALLINGER

Postscript

10 Unpacking disciplinary literacies

TESSA MEARNS

Index