Christiane Dalton‐puffer
Biographic Data
| ID | 155993 |
|---|---|
| NAME | Christiane Dalton‐puffer |
| GIVEN NAMES | Christiane |
| FAMILY NAME | Dalton‐puffer |
| SIGNATURE | PUFFER C D |
| AFFILIATIONS | University of Vienna |
| ORCID | 0000-0001-6453-0850 |
| VERIFIED | Yes |
| TOTAL WORKS | 32 |
| TOTAL CITATIONS | 47 |
| AUTHOR COUNT | 31 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Student Translanguaging in Collaborative Learning in a Chinese University EMI Marketing Course
This mixed‐methods study draws on classroom discourse and interviews to examine how Chinese university students in an EMI marketing course engage in translanguaging during collaborative learning. Although English served as the primary medium, students strategically mobilised multilingual resources to support cognitive, linguistic, organisational, and social functions. Classroom data revealed that students’ translanguaging strategies were influenc…
How do CLIL practices relate to curricular requirements in Europe? Contributions for conceptualising bi- and multilingual disciplinary literacies
While developing bi- and multilingual disciplinary literacies (BMDL) is a key aim in content-driven CLIL, curricular demands often mismatch teachers’ and students’ expectations regarding literacy practices and are rarely studied together. In addition, existing research on disciplinary literacies in CLIL is often limited to specific contexts, thus providing a fractioned picture of CLIL disciplinary practices. This study aims to link an analysis of…
Genre and Cognitive Discourse Functions as lenses on disciplinary language in CLIL contexts
The application of genre-based pedagogy (GBP) has a long tradition both in L1 educational contexts and more recently in L2 contexts, such as Content and Language Integrated Learning (CLIL) programmes. In these CLIL contexts, oral and written interaction are not always carried out through full genres. Thus, the concept of Cognitive Discourse Functions (CDFs) ( Dalton-Puffer 2013 ) has been proposed to characterize frequently occurring functional u…
Producing cognitive discourse functions in disciplinary Basque writing
The present study explores the developmental patterns of bilingual secondary education students in a disciplinary writing task in Basque, their language of instruction. A cross-sectional sample of 547 bilingual students (Years 7–10) enrolled in Basque Model D immersion programmes completed a source-based writing task requiring them to produce two cognitive discourse functions: argue and compare. Students reported to have either Basque, Spanish or…
Learner repair during task-based peer interactions in an EMI classroom
Current research on the in-class discursive realities in English as a Medium of Instruction (EMI) classrooms has been mostly restricted to whole class scenarios, whereas student-student interactive discourse in task-based activities is largely ignored. This study explores peer interactions among university students in an EMI marketing course in China, specifically focusing on repair practices. The data mainly comprised transcribed recordings of 2…
CLIL as a Pedagogical Approach
The term content‐and‐language integrated learning (CLIL) was coined in Europe in the 1990s to label a pedagogical approach where mainstream, school‐level learners study curricular subjects, such as history, sports, or chemistry, through a second language while continuing to attend traditional foreign language classes in that same language. Although foreign language teaching and learning had long had a firm place in European school curricula, it w…
CLIL for all? An exploratory study of reported pedagogical practices in Austrian secondary schools
Apart from linguistic diversity and multilingualism, empirical research into diversity is only in its beginnings in the Austrian educational context. CLIL research, on the other hand, is well-established but has not tended to focus on pedagogical practices. This study explores teachers’ and students’ self-reported experiences in Austrian CLIL classrooms with regard to the phenomenon of diversity and the pedagogical practices addressing it. This m…
Cognitive discourse functions in CLIL classrooms
Embedded in a Systemic Functional understanding of education as an initiation into knowledge structures and specific activities, both of which are fundamentally mediated by language, this paper addresses one of the critical concerns around CLIL: a possible mismatch between students’ cognitive level and their L2 proficiency. The focus is on acts of classifying, comparing and contrasting facts, objects, phenomena, abstract ideas and concepts. Such …
Research in language teaching and learning in Austria (2011–2017)
This overview of seven years of research on language learning and teaching in Austria reflects a period of steady growth for the language teaching and learning research community, a development due to a national policy agenda aiming for a stronger research base in teacher education. The target languages of the teaching and learning processes investigated are primarily German, English, French, Italian, Spanish as well as several Slavic languages, …
Postscriptum
KEYWORDS: CLILsubject literacyteacher knowledgeresearch types in CLILknowledge appropriation and implementation
The role of different tasks in CLIL students' use of evaluative language
"You Can Stand Under My Umbrella"
Classrooms the world over are full of people who, for different reasons, are learning additional languages and/or are studying through languages that are not their first. Gaining insight into such contexts is complicated for researchers and practitioners alike by the myriad of contextual variables that come with different implementations and make comparison and generalization a tricky business. We welcome Cenoz et al.’s (2013) article as an impor…
A construct of cognitive discourse functions for conceptualising content-language integration in CLIL and multilingual education
School-level learners who study curricular content in a language that is not their first require active support in their development of academic language, ideally in conjunction with working on said content. However, content teachers naturally orient towards the learning goals formulated for their respective subjects, while language teachers do not routinely consider them. This situation could be resolved if a zone of convergence between content …
The power of beliefs
Content and Language Integrated Learning (CLIL) is one of the most dynamic pedagogic trends in language teaching in Europe, and yet, the enthusiasm with which this innovation is implemented by stakeholders and ‘made a success’ is not fully understood. In this paper we argue for an investigation of CLIL implementation as a form of extended language policy, which relates language management, practice and beliefs, and so expands the notion of policy…
Content and Language Integrated Learning
While Content and Language Integrated Learning (CLIL) has received a considerable amount of research interest lately, its increasing popularity as an approach to teaching content subjects in a foreign language requires concerted investigation that reflects and recognises its fundamentally contextualised nature. In this contribution, we sketch various tasks that require localised, often action research, covering a range of areas highly relevant to…
A postscript on institutional motivations, research concerns and professional implications
Research Network Symposium at Aila Congress 2011
Research on language teaching and learning in Austria (2004–2009)
This overview of six years of research on language learning and teaching in Austria covers a period of dynamic development in the field. While all the studies reviewed here illustrate research driven by a combination of local and global concerns and theoretical frameworks, some specific clusters of research interest emerge. The first of these focuses on issues connected with multilingualism in present-day society in terms of language policy, theo…
Forthcoming in Language Teaching
An abstract is not available for this content. As you have access to this content, full HTML content is provided on this page. A PDF of this content is also available in through the ‘Save PDF’ action button
CLIL and Immersion Classrooms
Discourse in Content and Language Integrated Learning (CLIL) Classrooms
The label CLIL stands for classrooms where a foreign language (English) is used as a medium of instruction in content subjects. This book provides a first in-depth analysis of the kind of communicative abilities which are embodied in such CLIL classrooms. It examines teacher and student talk at secondary school level from different discourse-analytic angles, taking into account the interpersonal pragmatics of classroom discourse and how school su…
Pragmatics of Content-based Instruction
Using a pragmatic framework, this paper examines how directives are performed by teachers and students in Finnish and Austrian CLIL classrooms, that is settings where a foreign language (in this case English) is used as the medium of instruction in non-language subjects such as history or chemistry. We explore how interpersonal aspects of communication get realized in the performance of directives, and the way contextual factors such as the objec…
Negotiating interpersonal meanings in naturalistic classroom discourse
Sexist German- non-sexist English or non-sexist German-sexist English? Historical observations on a pragmatic question
Words: Structure, Meaning, Function
The thematic connections between articles assembled in this volume mirror central and integrating role of the in almost all matters linguistic. With formal and descriptive aspects of word (in inflection and derivation) at centre, contributions branch out into phonology, syntax, pragmatics and, most importantly, semantics. In terms of languages focus is mainly on English (synchronically and diachronically) but Hungarian, Polish and German are also…
Learner Attitudes and L2 Pronunciation in Austria
In the context of pronunciation teaching, the relevance of a standard native accent as teaching model and norm needs to be reconsidered in view of the learners' attainment as well as their wishes and expectations. In order to test attitudes to native and non-native varieties of English in Austria, a language attitude study was undertaken with 132 university students of English. In response to the modified matched-guise test, the subjects evaluate…
Negotiating interpersonal meanings in naturalistic classroom discourse
The role of different tasks in CLIL students' use of evaluative language
Content and Language Integrated Learning
While Content and Language Integrated Learning (CLIL) has received a considerable amount of research interest lately, its increasing popularity as an approach to teaching content subjects in a foreign language requires concerted investigation that reflects and recognises its fundamentally contextualised nature. In this contribution, we sketch various tasks that require localised, often action research, covering a range of areas highly relevant to…
Research on language teaching and learning in Austria (2004–2009)
This overview of six years of research on language learning and teaching in Austria covers a period of dynamic development in the field. While all the studies reviewed here illustrate research driven by a combination of local and global concerns and theoretical frameworks, some specific clusters of research interest emerge. The first of these focuses on issues connected with multilingualism in present-day society in terms of language policy, theo…
Producing cognitive discourse functions in disciplinary Basque writing
The present study explores the developmental patterns of bilingual secondary education students in a disciplinary writing task in Basque, their language of instruction. A cross-sectional sample of 547 bilingual students (Years 7–10) enrolled in Basque Model D immersion programmes completed a source-based writing task requiring them to produce two cognitive discourse functions: argue and compare. Students reported to have either Basque, Spanish or…
Research in language teaching and learning in Austria (2011–2017)
This overview of seven years of research on language learning and teaching in Austria reflects a period of steady growth for the language teaching and learning research community, a development due to a national policy agenda aiming for a stronger research base in teacher education. The target languages of the teaching and learning processes investigated are primarily German, English, French, Italian, Spanish as well as several Slavic languages, …
CLIL and Immersion Classrooms
Sexist German- non-sexist English or non-sexist German-sexist English? Historical observations on a pragmatic question
Productive or Non-productive? The Romance element in Middle English derivation
Appropriate units in pronunciation teaching
Pronunciation seems to be back on the agenda in the teaching of English as a foreign or second language. This has resulted in a widelyfelt need to reorganise contents and methodology for this important area. The main reason for this would seem to be that the timehonoured segment‐centred approach is often experienced as unsatisfactory by learners and teachers alike. This paper reviews recent insights into the pragmatics of language use and languag…
Pronunciation
The French Influence on Middle English Morphology
Bertil Sundby. English word-formation as described by English grammarians 1600-1800
Preview this article: Bertil Sundby. English word-formation as described by English grammarians 1600-1800, Page 1 of 1 /docserver/preview/fulltext/sl.21.2.19dal-1.gif
Learner Attitudes and L2 Pronunciation in Austria
In the context of pronunciation teaching, the relevance of a standard native accent as teaching model and norm needs to be reconsidered in view of the learners' attainment as well as their wishes and expectations. In order to test attitudes to native and non-native varieties of English in Austria, a language attitude study was undertaken with 132 university students of English. In response to the modified matched-guise test, the subjects evaluate…
Language Teaching
Language Knowledge: Pronunciation. Christiane Dalton and Barbara Seidlhofer. 1994. Language Knowledge: Grammar. Rob Batstone. 1994. Language Knowledge: Vocabulary. Michael McCarthy. 1990. Language Knowledge: Discourse. Guy Cook. 1989. Modes of Behaviour: Listening. Anne Anderson and Tony Lynch. 1988. Modes of Behaviour: Speaking. Martin Bygate. 1987. Modes of Behaviour: Reading: Catherine Wallace. 1992. Modes of Behaviour: Writing.: Christopher T…
Words: Structure, Meaning, Function
The thematic connections between articles assembled in this volume mirror central and integrating role of the in almost all matters linguistic. With formal and descriptive aspects of word (in inflection and derivation) at centre, contributions branch out into phonology, syntax, pragmatics and, most importantly, semantics. In terms of languages focus is mainly on English (synchronically and diachronically) but Hungarian, Polish and German are also…
Sexist German- non-sexist English or non-sexist German-sexist English? Historical observations on a pragmatic question
Negotiating interpersonal meanings in naturalistic classroom discourse
Pragmatics of Content-based Instruction
Using a pragmatic framework, this paper examines how directives are performed by teachers and students in Finnish and Austrian CLIL classrooms, that is settings where a foreign language (in this case English) is used as the medium of instruction in non-language subjects such as history or chemistry. We explore how interpersonal aspects of communication get realized in the performance of directives, and the way contextual factors such as the objec…
Discourse in Content and Language Integrated Learning (CLIL) Classrooms
The label CLIL stands for classrooms where a foreign language (English) is used as a medium of instruction in content subjects. This book provides a first in-depth analysis of the kind of communicative abilities which are embodied in such CLIL classrooms. It examines teacher and student talk at secondary school level from different discourse-analytic angles, taking into account the interpersonal pragmatics of classroom discourse and how school su…
Forthcoming in Language Teaching
An abstract is not available for this content. As you have access to this content, full HTML content is provided on this page. A PDF of this content is also available in through the ‘Save PDF’ action button
CLIL and Immersion Classrooms
Research Network Symposium at Aila Congress 2011
Research on language teaching and learning in Austria (2004–2009)
This overview of six years of research on language learning and teaching in Austria covers a period of dynamic development in the field. While all the studies reviewed here illustrate research driven by a combination of local and global concerns and theoretical frameworks, some specific clusters of research interest emerge. The first of these focuses on issues connected with multilingualism in present-day society in terms of language policy, theo…
A postscript on institutional motivations, research concerns and professional implications
A construct of cognitive discourse functions for conceptualising content-language integration in CLIL and multilingual education
School-level learners who study curricular content in a language that is not their first require active support in their development of academic language, ideally in conjunction with working on said content. However, content teachers naturally orient towards the learning goals formulated for their respective subjects, while language teachers do not routinely consider them. This situation could be resolved if a zone of convergence between content …
The power of beliefs
Content and Language Integrated Learning (CLIL) is one of the most dynamic pedagogic trends in language teaching in Europe, and yet, the enthusiasm with which this innovation is implemented by stakeholders and ‘made a success’ is not fully understood. In this paper we argue for an investigation of CLIL implementation as a form of extended language policy, which relates language management, practice and beliefs, and so expands the notion of policy…
Content and Language Integrated Learning
While Content and Language Integrated Learning (CLIL) has received a considerable amount of research interest lately, its increasing popularity as an approach to teaching content subjects in a foreign language requires concerted investigation that reflects and recognises its fundamentally contextualised nature. In this contribution, we sketch various tasks that require localised, often action research, covering a range of areas highly relevant to…
"You Can Stand Under My Umbrella"
Classrooms the world over are full of people who, for different reasons, are learning additional languages and/or are studying through languages that are not their first. Gaining insight into such contexts is complicated for researchers and practitioners alike by the myriad of contextual variables that come with different implementations and make comparison and generalization a tricky business. We welcome Cenoz et al.’s (2013) article as an impor…
The role of different tasks in CLIL students' use of evaluative language
Postscriptum
KEYWORDS: CLILsubject literacyteacher knowledgeresearch types in CLILknowledge appropriation and implementation
Research in language teaching and learning in Austria (2011–2017)
This overview of seven years of research on language learning and teaching in Austria reflects a period of steady growth for the language teaching and learning research community, a development due to a national policy agenda aiming for a stronger research base in teacher education. The target languages of the teaching and learning processes investigated are primarily German, English, French, Italian, Spanish as well as several Slavic languages, …
CLIL as a Pedagogical Approach
The term content‐and‐language integrated learning (CLIL) was coined in Europe in the 1990s to label a pedagogical approach where mainstream, school‐level learners study curricular subjects, such as history, sports, or chemistry, through a second language while continuing to attend traditional foreign language classes in that same language. Although foreign language teaching and learning had long had a firm place in European school curricula, it w…
Psychology (22 works) · Second Language Learning and Teaching (21 works) · Linguistics (19 works) · Pedagogy (16 works) · Computer Science (15 works) · Mathematics education (15 works) · EFL/ESL Teaching and Learning (14 works) · Sociology (14 works) · Philosophy (10 works) · Second Language Acquisition and Learning (8 works)