Christiane Dalton-Puffer
Biographic Data
| ID | 3824036 |
|---|---|
| NAME | Christiane Dalton-Puffer |
| GIVEN NAMES | Christiane |
| FAMILY NAME | Dalton-Puffer |
| SIGNATURE | DALTON-PUFFER C |
| AFFILIATIONS | University of Vienna |
| VERIFIED | No |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
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…
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, …
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 …
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…
Content-and-Language Integrated Learning
This article surveys recent work on content-and-language integrated learning (CLIL). Related to both content-based instruction and immersion education by virtue of its dual focus on language and content, CLIL is here understood as an educational model for contexts where the classroom provides the only site for learners’ interaction in the target language. That is, CLIL is about either foreign languages or lingua francas. The discussion foreground…
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
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
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…
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
The French Influence on Middle English Morphology
Negotiating interpersonal meanings in naturalistic classroom discourse
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…
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, …
Sexist German- non-sexist English or non-sexist German-sexist English? Historical observations on a pragmatic question
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
The French Influence on Middle English Morphology
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
Content-and-Language Integrated Learning
This article surveys recent work on content-and-language integrated learning (CLIL). Related to both content-based instruction and immersion education by virtue of its dual focus on language and content, CLIL is here understood as an educational model for contexts where the classroom provides the only site for learners’ interaction in the target language. That is, CLIL is about either foreign languages or lingua francas. The discussion foreground…
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
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 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 …
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 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, …
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…
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…
Linguistics (13 works) · Second Language Learning and Teaching (12 works) · Psychology (11 works) · Computer Science (8 works) · Philosophy (8 works) · EFL/ESL Teaching and Learning (7 works) · Mathematics education (6 works) · Pedagogy (6 works) · Sociology (6 works) · Content and language integrated learning (4 works)