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Building Disciplinary Literacies in Content and Language Integrated Learning book cover

1st Edition

Building Disciplinary Literacies in Content and Language Integrated Learning

Edited By Julia Hüttner, Christiane Dalton-Puffer Copyright 2024
240 Pages 41 B/W Illustrations
by Routledge

240 Pages 41 B/W Illustrations
by Routledge

240 Pages 41 B/W Illustrations
by Routledge
Also available as eBook on:
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... Read more

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

 

Biography

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.

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