English as an object and tool of study in classrooms: Interactional effects and pragmatic implications

By Tarja Nikula. 2005

93 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/e2773b121480e74f5bb61defecff9624a0796a65

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. Liss Kerstin Sylvén
2. A. García
3. Tarja Nikula
4. Pat Moore
5. Christiane Dalton-Puffer
6. Ana Llinares
7. D. Larsen-Freeman
8. K. R. Mahan

In Literature and Literary Theory

1. Liss Kerstin Sylvén
2. A. García
3. Tarja Nikula
4. Pat Moore
5. Christiane Dalton-Puffer
6. Ana Llinares
7. K. R. Mahan
8. D. Larsen-Freeman

Citations in the corpus

• Exploring translanguaging in CLIL (2019, background): “(For information regarding the original data-gathering procedures etc., see Dalton-Puffer 2007 [Austria]; Llinares and Whittaker 2007 [Spain] and Nikula 2005 [Finland].)”
• CLIL in Sweden – why does it not work? A metaperspective on CLIL across contexts in Europe (2013, background): “Furthermore, Finnish CLIL is followed up by research (cf., e.g., Järvinen 2010; Nikula 2005).”
• CLIL classroom discourse: Research from Europe (2013, background): “Work by Nikula (2005, 2008) on EFL and CLIL classrooms in Finland, for example, has indicated that in EFL classrooms, talk is more often interpersonally detached, largely because interaction tends to be textbook bound, usually dealing with events and characters in the books rather than the…”