Cognitive discourse functions in Austrian CLIL lessons: towards an empirical validation of the CDF Construct

It is now widely recognized among educators that explicit attention to language is necessary in order to optimize both language and content learning in situations, such as CLIL, where learners, teachers or both operate in a second language. However, the requirement of attention to language sits unea...

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Veröffentlicht in:	European journal of applied linguistics Jg. 6; H. 1; S. 5 - 29
Hauptverfasser:	Dalton-Puffer, Christiane, Bauer-Marschallinger, Silvia, Brückl-Mackey, Katharina, Hofmann, Victoria, Hopf, Jennifer, Kröss, Lisa, Lechner, Lisa
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Berlin De Gruyter Mouton 08.03.2018 Walter de Gruyter GmbH
Schlagworte:	academic language Attention Biology Classroom communication classroom discourse Classrooms CLIL Cognition cognitive discourse functions Content and language integrated learning Curricula Discourse Discourse functions Economics English as a second language instruction integrated pedagogy Language Language acquisition Learning Physics Pragmatics Second language teachers Teachers Teaching Terminology Validity Austria
ISSN:	2192-9521, 2192-953X
Online-Zugang:	Volltext
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