Language use and language learning in CLIL classrooms / / edited by Christiane Dalton-Puffer, Tarja Nikula, Ute Smit

• Record Nr.: UNINA9910974279703321
• Pubbl/distr/stampa: Amsterdam ; ; Philadelphia, : John Benjamins Pub. Co., 2010
• ISBN: 9786612976926; 9781282976924; 1282976923; 9789027287519; 9027287511
• Edizione: [1st ed.]
• Descrizione fisica: x, 295 p
• Collana: AILA applied linguistics series ; ; v. 7
• Altri autori (Persone): Dalton-PufferChristiane <1961->; NikulaTarja; SmitUte
• Disciplina: 418.0071
• Soggetti: Language and languages - Study and teaching; Language arts - Correlation with content subjects
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Bibliographic Level Mode of Issuance: Monograph
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Language Use and Language Learning in CLIL Classrooms -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgements -- Preface -- References -- Charting policies, premises and research on content and language integrated learning -- 1. Defining CLIL -- 2. CLIL in Europe: Policy and implementation -- 3. Underlying assumptions -- 4. Overview of research on CLIL -- 5. On theoretical and methodological trends -- 6. Introducing the volume -- References -- Websites mentioned -- Part I. General and theoretical issues -- On the natural emergence of language structures in CLIL -- 1. Introduction -- 2. Methodology -- 3. Results and discussion -- 3.1 Samples from the corpus -- 3.2 The alignment of grammar and content in CLIL learner discourse -- 3.3 The transfer of L1 academic knowledge into an L2 -- 3.4 The growth of L2 interlanguage in CLIL -- 4. Conclusion -- References -- The pragmatics of L2 in CLIL -- 1. Introduction -- 2. Which pragmatics of SLA? -- 3. Pragmatic effects in CLIL -- 3.1 Data -- 3.2 Spoken production or classroom activity? -- 3.3 ; Through the bottleneck: The pragmatics of CLIL -- 3.4 Further evidence for the mask effect -- 4. Conclusion: Cognitive echo -- References -- Part II. CLIL at the secondary level -- A cross-sectional analysis of oral narratives by children with CLIL and non-CLIL instruction -- 1. Introduction -- 2. Theoretical background -- 2.1 Narratives -- 2.2 Communicative strategies -- 3. Setting and participants -- 3.1 CLIL in Austria -- 3.2 Participants and data collection -- 4. Findings -- 4.1 Macro-level (creating coherent narratives) -- 4.2 Micro-level (mastering the language system) -- 4.3 Communicative strategies -- 5. Conclusion -- References -- Using a genre-based approach to integrating content and language in CLIL -- 1. Introduction -- 2. Genre and subject-specific literacy.; 3. Genre-based pedagogy -- 4. Genres in secondary school history -- 5. Three examples of classroom practice in secondary CLIL history -- 5.1 Classroom Examples 1 and 2: building field knowledge together -- 5.2 Classroom Example 3: Student presentations -- 6. Genre and the 4 Cs approach to CLIL -- 7. Genre and CLIL teacher education -- 8. Conclusion -- References -- Effects of CLIL on a teacher's classroom language use -- 1. Introduction -- 2. Theoretical approach, data and methods of analysis -- 3. Findings -- 3.1 Different patterns of interaction -- 3.2 Subtle means of meaning making used differently -- 4. Concluding remarks -- References -- Appendix -- Transcription conventions -- Writing and speaking in the history class -- 1. Introduction -- 2. Theoretical background: Genre and register -- 3. The study -- 4. Analysis of the data -- 4.1 Process types -- 4.1.1 Circumstances -- 4.1.2 Clause complexes -- 4.1.3 Modality -- 5. Discussion -- 6. Conclusions and pedagogic implications -- References -- Language as a meaning making resource in learning and teaching content -- 1. Introduction -- 2. Systemic functional theory -- 2.1 Grammatical metaphor -- 2.1.1 Syntactic intricacy -- 2.2.2 Thematic organization -- 3. The study -- 4. Methodology -- 5. Results -- 5.1 Grammatical metaphor: Syntactic perspective -- 5.2 Grammatical metaphor: Thematic perspective -- 6. Discussion -- References -- The CLIL differential -- 1. Introduction -- 2. Literature review on CLIL writing -- 3. The case study: Sample and method -- 3.1 A model for rating writing ability -- 4. Findings -- 4.1 Task fulfilment -- 4.2 Organisation -- 4.3 Grammar -- 4.4 Vocabulary -- 5. Conclusion -- References -- Appendix -- 1. Rating scale used for assessment (adapted from Friedl/Auer 2007): -- 2. Sample texts -- Written production and CLIL -- 1. Introduction -- 2. The Basque Country and CLIL.; 3. Hypotheses -- 4. The study -- 4.1 Participants -- 4.2 Instruments and procedure -- 5. Results -- 6. Discussion -- 7. Conclusions -- Acknowledgement -- References -- Part III. CLIL at the tertiary level -- Metadiscursive devices in university lectures -- 1. Introduction -- 1.1 Aims and scope -- 1.2 The data: Collection and description -- 2. Lectures from the perspective of systemic functional linguistics and genre theory -- 2.1 Lectures as an educational genre: A functional view -- 2.2 A metadiscourse taxonomy for lecture analysis -- 3. Findings and discussion: Lecture performance in Spanish (L1) and English (L2) -- 3.1 Discourse Structure markers -- 3.2 Interaction markers -- 3.3 Conclusion markers -- 4. Conclusions and implications -- References -- Language Matters -- 1. Introduction -- 2. Method -- 2.1 Dependent variables -- 3. Results and analysis -- 3.1 Lecture comprehension issues -- 3.2 Background variables -- 4. Discussion -- 4.1 Validity -- 4.2 Improving EM instruction -- 5. Conclusion -- References -- Appendix -- SOME QUESTIONS ABOUT YOUR BACKGROUND -- Have you received any other forms of English instruction in high school? ; (You may give several answers) -- QUESTIONS ABOUT YOUR UNIVERSITY LEVEL STUDIES -- QUESTIONS ABOUT YOUR ATTENDING AN ENGLISH-MEDIUM COURSE OR PROGRAM -- Indicate your reasons for attending an English-Medium course: -- QUESTIONS ABOUT YOUR UNDERSTANDING OF LECTURES IN YOUR FIRST LANGUAGE (SUCH AS NORWEGIAN). YOU MAY ANSWER ON THE BASIS OF COURSES YOU HAVE HAD EARLIER. -- QUESTIONS ABOUT YOUR UNDERSTANDING OF LECTURES IN ENGLISH -- IF YOU HAVE TIME TO ANSWER: -- CLIL in an English as a lingua franca (ELF) classroom -- 1. Introduction -- 2. The study: Setting and methodology -- 3. On conceptualising 'interactive explaining' -- 4. Analysing intex on lexical items -- 4.1 Explaining subject-specific terms.; 4.2 Explaining general language terms. -- 5. Conclusions -- References -- Appendix -- Transcription conventions -- Language use and language learning in CLIL -- 1. Summary of findings -- 2. Contentious issues -- 2.1 Dilemmas of comparison and implications of research for practice -- 2.2 Policy and reality: tensions and pretensions -- 2.3 CLIL or CEIL (Content and English Integrated Learning)? -- 2.4 Integrating language and content - from duality to fusion? -- References -- Subject index -- The AILA Applied Linguistics Series.
• Sommario/riassunto: Based on a longitudinal study of an international educational programme in English as the participants' lingua franca, this chapter argues for 'integrative explaining' as a new construct that offers direct access to analysing content and language integrated learning at the micro-level. A detailed discourse-pragmatic analysis of twelve lessons spread over two years in this tertiary classroom community of practice has revealed distinct patterns of explaining subject-specific versus general terms and expressions. The results offer new and revealing insights into, firstly, the community-specific discursive 'principle of joint forces' and, secondly, the different activation of subject- vs. language expertise in discursively integrating new concepts into already shared knowledge.

Protection of Health and Safety at the Workplace : A Comparative Legal Study of the European Union and China / / by Kai Liu

• Record Nr.: UNINA9910416144503321
• Autore: Liu Kai
• Pubbl/distr/stampa: Singapore : , : Springer Singapore : , : Imprint : Springer, , 2020
• ISBN: 981-15-6450-7
• Edizione: [1st ed. 2020.]
• Descrizione fisica: 1 online resource (233 pages) : illustrations
• Disciplina: 616.89009
• Soggetti: Conflict of laws; Labor laws and legislation; Private International Law, International & Foreign Law, Comparative Law; Labour Law/Social Law
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Introduction -- China's Legislative System -- The Chinese Enforcement System -- EU Law on Health and Safety -- The Netherlands -- The United Kingdom -- Sweden -- Comparison -- Conclusion.
• Sommario/riassunto: This book investigates four core characteristics of occupational health and safety legal systems in order to provide a comparative and critical analysis of the similarities and differences in protecting the health and safety of workers at the workplace. In addition to analysing the health and safety regulations, the book addresses corresponding oversight and enforcement mechanisms. It compares and contrasts five different legal systems, namely those of the EU, the Netherlands, the UK, Sweden and China. Beyond offering an overview of the modes of OHS regulation, instruments and legal enforcement practices, the book helps to answer the question of how to improve working environments in order to protect workers from all kinds of dangers encountered at the workplace. The intended readership includes researchers with a background in labour law, comparative law, Chinese law and/or European Union law.

Coding Art : A Guide to Unlocking Your Creativity with the Processing Language and p5.js in Four Simple Steps / / by Mathias Funk, Yu Zhang

• Record Nr.: UNINA9910765478103321
• Autore: Funk Mathias
• Pubbl/distr/stampa: Berkeley, CA : , : Apress : , : Imprint : Apress, , 2024
• ISBN: 9781484297803; 1484297806
• Edizione: [2nd ed. 2024.]
• Descrizione fisica: 1 online resource (342 pages)
• Collana: Design Thinking, , 2945-7807
• Altri autori (Persone): ZhangYu (Artist)
• Disciplina: 741.6
• Soggetti: Graphic arts; Programming languages (Electronic computers); Computer graphics; Graphic Design; Programming Language; Computer Graphics
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Nota di contenuto: Chapter 1: Introduction -- Chapter 2: Idea to visuals -- Chapter 3: Composition and structure -- Chapter 4: Refinement and depth -- Chapter 5: Completion and production -- Chapter 6: Taking a larger project through all four steps -- Chapter 7: Flow fields and particle storms with p5.js -- Chapter 8: Making sense of touch and sensors with p5.js -- Chapter 9: Dealing with problems -- Chapter 10: Learning path -- Chapter 11: Creative processes.
• Sommario/riassunto: Finally, a book on creative programming, written directly for artists and designers! This second edition offers expanded and updated content incorporating the latest advancements and trends in the field of creative programming, also for creatives who want to work directly with P5.js and online. It delves deeper into the intricacies of computational art. It includes fresh case studies that explore real-world applications of coding art, inspiring readers to think beyond traditional boundaries. Rather than following a computer science curriculum, this book is aimed at creatives who are working in the intersection of design, art, and education. Following a real-world use case of computation art, ; you'll see how it relates back to the four key pillars, and addresses potential pitfalls and challenges in the creative process. All code examples are presented in a fully integrated Processing example library, making it easy for readers to get started. This unique and finely balanced approach between skill acquisition and development makes Coding Art, Second Edition the ideal reference book for both creative programming and the creative process for professors and students alike.