Effects of CLIL on a teacher’s classroom language use

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This chapter reports on a case study on the effects of CLIL on a teacher’s language use. The data consist of biology lessons by a teacher both in his L1, Finnish, and in English. Analysis focuses both on what the teacher says and how he uses language in the two settings. In line with its discourse-pragmatic orientation, the chapter pays special attention to social and interpersonal dimensions of language use. The findings suggest that patterns of interaction differ across the two contexts, lessons in Finnish containing more teacher monologues than CLIL lessons. However, when teaching in Finnish, the teacher has at his disposal a wider repertoire of subtle means to construct and negotiate the teacher–student relationship and its power asymmetries.


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