1887
Volume 1, Issue 1
  • ISSN 2212-8433
  • E-ISSN: 2212-8441
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Abstract

Under the label of Content and Language Integrated Learning (CLIL) the teaching of curriculum subjects through the medium of a foreign language has become a widely accepted feature in mainstream education systems in Europe and other parts of the world. After contextualizing its subject matter in CLIL research as a whole, this article focuses on research into classroom discourse. In order to unravel the complexities involved, three different takes on CLIL classroom discourse are discussed as an evidence-base for (a) language learning, (b) language use and social-interactional aspects of L2-interaction, and (c) processes of knowledge construction in and through a second or foreign language. The article concludes with an outline of requirements for further research in the area.
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/content/journals/10.1075/jicb.1.1.04nik
2013-01-01
2019-10-18
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References

http://instance.metastore.ingenta.com/content/journals/10.1075/jicb.1.1.04nik
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