LEADER 09206nam 2200721Ia 450 001 9910974279703321 005 20200520144314.0 010 $a9786612976926 010 $a9781282976924 010 $a1282976923 010 $a9789027287519 010 $a9027287511 035 $a(CKB)2670000000059509 035 $a(SSID)ssj0000470783 035 $a(PQKBManifestationID)11282291 035 $a(PQKBTitleCode)TC0000470783 035 $a(PQKBWorkID)10416313 035 $a(PQKB)11632346 035 $a(MiAaPQ)EBC623309 035 $a(Au-PeEL)EBL623309 035 $a(CaPaEBR)ebr10436133 035 $a(CaONFJC)MIL297692 035 $a(OCoLC)697609368 035 $a(DE-B1597)721758 035 $a(DE-B1597)9789027287519 035 $a(EXLCZ)992670000000059509 100 $a20100909d2010 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aLanguage use and language learning in CLIL classrooms /$fedited by Christiane Dalton-Puffer, Tarja Nikula, Ute Smit 205 $a1st ed. 210 $aAmsterdam ;$aPhiladelphia $cJohn Benjamins Pub. Co.$d2010 215 $ax, 295 p 225 1 $aAILA applied linguistics series ;$vv. 7 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$a9789027205230 311 08$a902720523X 320 $aIncludes bibliographical references and index. 327 $aLanguage 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. 327 $a3. 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. 327 $a3. 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. 327 $a4.2 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. 330 $aBased on a longitudinal study of an international educational programme in English as the participants' lingua franca, this chapter argues for 'integrative explaining' as a new construct that offers direct access to analysing content and language integrated learning at the micro-level. A detailed discourse-pragmatic analysis of twelve lessons spread over two years in this tertiary classroom community of practice has revealed distinct patterns of explaining subject-specific versus general terms and expressions. The results offer new and revealing insights into, firstly, the community-specific discursive 'principle of joint forces' and, secondly, the different activation of subject- vs. language expertise in discursively integrating new concepts into already shared knowledge. 410 0$aAILA applied linguistics series ;$vv. 7. 517 3 $aLanguage use and language learning in Content and Language Integrated Learning classrooms 606 $aLanguage and languages$xStudy and teaching 606 $aLanguage arts$xCorrelation with content subjects 615 0$aLanguage and languages$xStudy and teaching. 615 0$aLanguage arts$xCorrelation with content subjects. 676 $a418.0071 701 $aDalton-Puffer$b Christiane$f1961-$0623108 701 $aNikula$b Tarja$01799692 701 $aSmit$b Ute$01799693 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910974279703321 996 $aLanguage use and language learning in CLIL classrooms$94344080 997 $aUNINA LEADER 06825nam 2200733 a 450 001 9910962701103321 005 20251117100604.0 010 $a1-61499-240-1 035 $a(CKB)2670000000356090 035 $a(EBL)1183055 035 $a(SSID)ssj0000906687 035 $a(PQKBManifestationID)12422820 035 $a(PQKBTitleCode)TC0000906687 035 $a(PQKBWorkID)10861219 035 $a(PQKB)11756220 035 $a(Au-PeEL)EBL1183055 035 $a(CaPaEBR)ebr10697709 035 $a(CaONFJC)MIL494412 035 $a(MiAaPQ)EBC1183055 035 $a(OCoLC)841486673 035 $a(BIP)44327396 035 $a(BIP)43302523 035 $a(EXLCZ)992670000000356090 100 $a20130524d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aData and knowledge for medical decision support $eproceedings of the EFMI Special Topic Conference, 17-19 April 2013, Prague, Czech Republic /$fedited by Bernd Blobel, Arie Hasman and Jana Zva?rova? 205 $a1st ed. 210 $aAmsterdam $cIOS Press$d2013 215 $a1 online resource (224 p.) 225 1 $aStudies in health technology and informatics,$x0926-9630 ;$vv. 186 300 $aDescription based upon print version of record. 311 08$a1-61499-239-8 320 $aIncludes bibliographical references and indexes. 327 $aTitle Page; Preface; EFMI STC 2013 Program Committee and Reviewers; Information on EFMI Working Groups; Contents; Invited Papers; Knowledge Representation and Management Enabling Intelligent Interoperability - Principles and Standards; Handling Intra-Cluster Correlation when Analyzing the Effects of Decision Support on Health Care Process Measures; Basics and Requirements for Medical Decision Support Systems; How Turing and Wolf Influenced My Decision Support Systems; Designing Prognostic Models by Reinforcing Linear Separation; Personalized Medicine and the Need for Decision Support Systems 327 $aAnalyzing the ""CareGap"": Assessing Gaps in Adherence to Clinical Guidelines in Adult Soft Tissue SarcomaA Novel Way of Integrating Rule-Based Knowledge into a Web Ontology Language Framework; Attitudes and Experience of Dutch General Practitioners Regarding Computerized Clinical Decision Support; A Comparison of English and French Approaches to Providing Patients Access to Summary Care Records: Scope, Consent, Cost; Global Quality Indicators for Primary Care Electronic Patient Records; Knowledge Representation and Management 327 $aStructured Knowledge Acquisition for Defining Guideline-Compliant PathwaysTempolenses with Variable Magnification for Sonic Representation of Medical Data. Application for Cardiac Signals; System for Selecting Relevant Information for Decision Support; Computational Cognitive Modeling for the Diagnosis of Specific Language Impairment; Entropy-Driven Decision Tree Building for Decision Support in Gastroenterology; Sharing and Reusing Multimedia Multilingual Educational Resources in Medicine; An Ontolological Treatment of Clinical Prediction Rules Implementing the Alvarado Score 327 $aSimultaneously Authoring and Modeling Clinical Practice Guidelines: A Case Study in the Therapeutic Management of Type 2 Diabetes in FranceMedical Decision Support Solutions; A Conceptual Framework for Automating the Operational and Strategic Decision-Making Process in the Health Care Delivery System; Supporting Drug Prescription Through Autocompletion; Physicians Perceptions of an Educational Support System Integrated into an Electronic Health Record; Project I-COP - Architecture of Software Tool for Decision Support in Oncology 327 $aDesign and Implementation of the Standards-Based Personal Intelligent Self-Management System (PICS)Prognostic Decision Support Using Symbolic Dynamics in CTG Monitoring; Rule-Based Healthcare-Associated Bloodstream Infection Classification and Surveillance System; Diagnostic Decision Support of Heart Rate Turbulence in Sleep Apnea Syndrome; Utilization of Ontology Look-Up Services in Information Retrieval for Biomedical Literature; A Proposed Novel Method for CHD Screening by Fetal Heart Murmur Detection Using Phonocardiography; DIOS - Database of Formalized Chemotherapeutic Regimens 327 $aAdverse Drug Event Prevention in Neonatal Care: A Rule-Based Approach 330 $aEnsuring patient safety and providing high-quality health services are the dominant challenges faced by healthcare systems around the world today. The sharing of advanced knowledge and best practice in diagnosis, therapy, process optimization and prevention are essential to achieve this goal; this includes enhanced networking socially and technologically as well as the inclusion of public health and social sciences.This book contains the proceedings of the 13th European Federation for Medical Informatics (EFMI) Special Topic Conference (STC), held in Prague, Czech Republic, in April 2013. The EFMI STC 2013 is EuropeOCOs leading forum for presenting the results of current scientific work in health informatics processes, systems and technologies this year. The title of this 13th conference is Data and Knowledge for Medical Decision Support, and the conference addresses this important field, linking traditional and translational medicine with natural sciences and technology with a view to the design, implementation and deployment of intelligent systems which will meet the expectations of developers and users such as health professionals and patients.Within this context, the authors included here address the important issues of knowledge representation and management, appropriate terminologies and ontologies, the development of reasoning engines, and the modeling and simulation of real systems for decision making. The hot topics of Big Data and Analytics also receive attention." 410 0$aStudies in health technology and informatics ;$vv. 186. 606 $aMedicine$xDecision making$xData processing$vCongresses 606 $aClinical medicine$xDecision making$xData processing$vCongresses 606 $aExpert systems (Computer science)$vCongresses 606 $aDecision support systems$vCongresses 615 0$aMedicine$xDecision making$xData processing 615 0$aClinical medicine$xDecision making$xData processing 615 0$aExpert systems (Computer science) 615 0$aDecision support systems 676 $a610.285 701 $aBlobel$b Bernd$01628400 701 $aHasman$b Arie$01601431 701 $aZva?rova?$b Jana$01866649 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910962701103321 996 $aData and knowledge for medical decision support$94474063 997 $aUNINA