A Functional Approach to Research on Content-based Language Learning: Recasts in Causal Explanations

By Bernard A. Mohan, Gulbahar H. Beckett. 2001

105 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/448eb5bdff03f2e6e6bb20f3618e7755b64d4124

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Citations in the corpus

CLIL classroom discourse: Research from Europe (2013, methodology): “…of the applications of SFL theory in educational contexts have been concerned with literacy, a few research studies have applied SFL (genre and register theory) to the analysis of CLIL classroom discourse, following the work carried out in other non-European contexts (e.g. Mohan & Beckett, 2003).”
Oral corrective feedback in second language classrooms (2012, background): “…expeditious’ (Loewen & Philp 2006: 551) as well as propitious for fulfilling important discourse functions that help either to move lessons forward (Lyster 1998a) or to promote a shift towards a more academic register in content-based instructional contexts (Mohan & Beckett 2001; Gibbons 2003).”
English medium of instruction: A situation analysis (2007, background): “…L2MI teachers are expected to help their learners explain, describe, define, justify, sequence, compare and evaluate content (Short, 1993:4; Mohan & Beckett, 2003:423), one of the most significant findings in the port- folios related to the absence of writing skills of the in-service L2MI…”
12. CONTENT-BASED INSTRUCTION: PERSPECTIVES ON CURRICULUM PLANNING (2004, methodology): “Drawing on constructs from systemic functional linguistics and sociocultural theory (see also Huang & Morgan, 2003; Mohan & Beckett, 2001), Gibbons examined how teachers mediate between students’ current language abilities and understanding of science, on the one hand, and the educational discourse…”