Papers Applied Linguistics by Christiane Dalton-Puffer
Annual Review of Applied Linguistics 31, 2011
This article surveys recent work on content-and-language integrated learning (CLIL). Related to b... more This article surveys recent work on content-and-language integrated learning (CLIL). Related to both content-based instruction and immersion education by virtue of its dual focus on language and content, CLIL is here understood as an educational model for contexts where the classroom provides the only site for learners' interaction in the target language. That is, CLIL is about either foreign languages or lingua francas. The discussion foregrounds a prototypical CLIL context (Europe) but also refers to work done elsewhere. The first part of the discussion focuses on policy issues, describing how CLIL practice operates in a tension between grassroots decisions and higher order policymaking, an area where European multi-and plurilingual policies and the strong impact of English as a lingua franca play a particularly interesting role. The latter is, of course, of definite relevance also in other parts of the world. The second part of the article synthesizes research on learning outcomes in CLIL. Here, the absence of standardized content testing means that the main focus is on language-learning outcomes. The third section deals with classroom-based CLIL research and participants' use of their language resources for learning and teaching, including such diverse perspectives as discourse pragmatics, speech acts, academic language functions, and genre. The final part of the article discusses theoretical underpinnings of CLIL, delineating their current state of elaboration as applied linguistic research in the area is gaining momentum.
Language Teaching, Jan 1, 2011
Applied Linguistics, Jan 1, 2006
Using a pragmatic framework, this paper examines how directives are performed by teachers and stu... more Using a pragmatic framework, this paper examines how directives are performed by teachers and students in Finnish and Austrian CLIL classrooms, that is settings where a foreign language (in this case English) is used as the medium of instruction in non-language subjects such as history or chemistry. We explore how interpersonal aspects of communication get realized in the performance of directives, and the way contextual factors such as the object of directives (information/action) or the type of classroom register (instructional/regulative) affect speakers' directness choices. The findings show that both these contextual factors interact systematically with speakers' use of directives. For example, demands for information seem to be fully sanctioned by the educational context and are therefore normally performed directly by both teachers and students whereas demands for action require more interpersonal work, evidenced by the more indirect strategies used. Moreover, while there are student demands for information in both instructional and regulative register, students' right to perform directives for action seems to be restricted to regulative register. Our results show how the specific conditions of classroom discourse affect the language environment in CLIL classrooms and we argue this should be taken into account when formulating language goals for this educational approach.
Dalton-Puffer, Nikula, Smit (eds). Language Use and Language Learning in CLIL Classrooms…, Jan 1, 2010
The CLIL differential Comparing the writing of CLIL and non-CLIL students in higher colleges of t... more The CLIL differential Comparing the writing of CLIL and non-CLIL students in higher colleges of technology Silvia Jexenflicker & Christiane Dalton-Puffer FH Wiener Neustadt, Austria/Universität Wien, Austria This chapter examines the effects of CLIL provision on different aspects of ...
Usó & Martinez Flor (eds.) Current trends in the development and teaching of the four skills, Jan 1, 2006
Ruiz de Zarobe & Jimenez Catalán (eds.) CLIL - Evidence from Research in Europe., Jan 1, 2009
This series brings together titles dealing with a variety of aspects of language acquisition and ... more This series brings together titles dealing with a variety of aspects of language acquisition and processing in situations where a language or languages other than the native language is involved. Second language is thus interpreted in its broadest possible sense. The volumes included in the series all offer in their different ways, on the one hand, exposition and discussion of empirical fi ndings and, on the other, some degree of theoretical refl ection. In this latter connection, no particular theoretical stance is privileged in the series; nor is any relevant perspective -sociolinguistic, psycholinguistic, neurolinguistic, and so on -deemed out of place. The intended readership of the series includes fi nal-year undergraduates working on second language acquisition projects, postgraduate students involved in second language acquisition research, and researchers and teachers in general whose interests include a second language acquisition component.
VIENNA ENGLISH WORKING PAPERS
Zydatiß, Kaspari, Wegner (eds.) Bilingualer Unterricht macht Schule. Beiträge aus der …, Jan 1, 2007
Future perspectives for English language teaching. …, Jan 1, 2007
Journal of pragmatics, Jan 1, 2005
The aim of this paper is to explore the realization of directive speech acts in naturalistic clas... more The aim of this paper is to explore the realization of directive speech acts in naturalistic classroom discourse as part of an overall characterization of content-and-language-integrated classrooms as discourse environments for foreign language learning. Conceptually and methodologically this study is rooted in the research practices developed in interlanguage and intercultural pragmatics. A chiefly qualitative analysis of directive speech acts in six content lessons in Austrian upper secondary schools is carried out. Contrary to expectations regarding both classrooms and non-native speakers of English, the language behavior of the participants shows considerable degrees of indirectness as well as variability in the realization of directive speech acts. It is shown that the realization of requests varies according to goal (information/action), which is itself tied to classroom register (instructional/ regulative). It is furthermore argued that interactive styles of the L1 culture should also be considered as explanatory factors. The analysis underlines that CLIL classrooms are as firmly situated within the circumference of educational discourse as EFL lessons. #
VIEWS 11, Jan 1, 2002
As the department which is the home of VIEWS is progressively recognising its position as the lar... more As the department which is the home of VIEWS is progressively recognising its position as the largest organisational unit in Austria which trains English teachers, more research and development efforts are being turned into that direction. This contribution outlines a new research project in this area in order to invite comment and interaction. The structure of this contribution is as follows: section one raises those general questions which represent the underlying rationale, sections 2 and 3 provide the most important aspects of theoretical and disciplinary background. This is followed in section 4 by a more detailed presentation of the research questions and of the research methods used (section 5). The conclusion describes the anticipated results.
International CLIL Research Journal, Jan 1, 2009
In order to better prepare future engineers for the international nature of their occupation in a... more In order to better prepare future engineers for the international nature of their occupation in a globalized industry, colleges of engineering, arts and crafts in Austria have been employing CLIL in engineering subjects. The present study seeks to unveil some of the effects this has ...
VIenna English Working paperS
International journal of applied …, Jan 1, 1995
Pronunciation seems to be back on the agenda in the teaching of English as a foreign or second la... more Pronunciation seems to be back on the agenda in the teaching of English as a foreign or second language. This has resulted in a widelyfelt need to reorganise contents and methodology for this important area. The main reason for this would seem to be that the timehonoured segment-centred approach is often experienced as unsatisfactory b y learners antl teachers alike. This paper reviews recent insights into the pragmatics of language use antl language learning which point to the importance of larger prefabricated units. Much of the relevant work makes reference to lexicogammar; this article is a programmatic attempt to examine related work done in different fields and to explore the usefulness of these ideas with relation to the learning and teaching of pronunciation. It is suggested that prefabricated chunks might be a useful starting point for a more holistic approach to pronunciation teaching, an approach that takes into account what is effective for learners to learn rather than what is convenient for teachers to teach.
World Englishes, Jan 1, 1997
In the context of pronunciation teaching, the relevance of a standard native accent as teaching m... more In the context of pronunciation teaching, the relevance of a standard native accent as teaching model and norm needs to be reconsidered in view of the learners' attainment as well as their wishes and expectations. In order to test attitudes to native and non-native varieties of English in Austria, a language attitude study was undertaken with 132 university students of English. In response to the modified matched-guise test, the subjects evaluated three native accents RP (Received Pronunciation), near-RP and GA (General American) and two Austrian non-native accents of English. The results confirm the low status the non-native accents have amongst their users and the overall preference for the three native accents. Generally, the respondents rate the accent best with which they have become familiar at school and/or during stays in English-speaking countries. Reflecting historical and geopolitical circumstances, the majority of the subjects support RP as their favourite model of pronunciation. Furthermore, the study sheds light on the importance of personal exposure to English in its native environments. While the evaluations of the students with EFL experience reflect rather rigid stereotypes, those students who have spent some time in English-speaking countries reveal more individualized, situation-linked attitudes.
Special issue of VIEWS (Vienna …, Jan 1, 2006
Page 1. Christiane Dalton-Puffer/Ute Smit (eds.) Empirical Perspectives on CLIL Classroom Discour... more Page 1. Christiane Dalton-Puffer/Ute Smit (eds.) Empirical Perspectives on CLIL Classroom Discourse PETER LANG EuropMischer Vertag der Wissenschaften Page 2. Contents Dalton-Puffer, Christiane & Ute Smit 7 Introduction Bowering, Margaret 25 ...
perspectives, Jan 1, 2007
Uploads
Papers Applied Linguistics by Christiane Dalton-Puffer