Empirical Perspectives on CLIL Classroom Discourse
By Christiane Dalton-Puffer, Ute Smit. 2007
159 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/508275c4378dc3b1edc32ac16aed737f2ad4316c
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Ana Llinares
- Tarja Nikula
- E. Macaro
- A. McCabe
- R. Whittaker
- Julie Dearden
- A. García
- Elisabet Pladevall-Ballester
In Literature and Literary Theory
- Ana Llinares
- E. Macaro
- Tarja Nikula
- A. García
- A. McCabe
- R. Whittaker
- Julie Dearden
- Elisabet Pladevall-Ballester
Citations in the corpus
- Written discourse development in CLIL at secondary school (2011, background): “…European Commission defines CLIL as content teaching in a second language, including minority languages (Eurydice, 2006), most European research on CLIL focuses on teaching and learning content through a foreign language, with this language usually being English (e.g. Dalton-Puffer & Smit, 2007).”
- Exploring primary school CLIL perceptions in Catalonia: students', teachers' and parents' opinions and expectations (2015, background): “Yet qualitative studies on stakeholders’ perceptions have often been neglected in primary school contexts (Dalton-Puffer and Smit 2007; Pérez-Vidal 2007; Massler and Steiert 2010; Massler 2012) and have mainly focused on secondary (Ullmann 1999; Coonan 2007; Wiesemes 2009; Czura, Papaja, and…”
- Higher Education Teachers' Attitudes towards English Medium Instruction: A Three-Country Comparison. (2016, methodology): “The EMI phenomenon has been described as displaying a momentum unlikely to be reversed for the foreseeable future (Dearden, 2015) but one where the benefits are neither established by solid research evidence nor clearly understood by educational stakeholders. For this paper we adopt the following de”
- CLIL classroom discourse: Research from Europe (2013, background): “Finally, the quadrant of process-oriented micro studies includes studies focusing on aspects of classroom discourse and CLIL classrooms as interactional contexts (e.g., Dalton-Puffer and Smit 2007a; Llinares, Morton & Whittaker, 2012).”