By Angel M.Y. Lin
This publication can be of curiosity to a huge readership, whether they've got a history in sociolinguistics, useful linguistics or style theories. It offers an obtainable “meta-language” (i.e. a language for speaking approximately language) that's practicable and usable for academics and researchers from either language and content material backgrounds, therefore facilitating collaboration throughout content material and language topic panels. Chapters 1 to three lay the theoretical origin of this universal meta-language by way of seriously reviewing, systematically providing and integrating key theoretical assets for lecturers and researchers during this box. In flip, Chapters four to 7 specialise in matters in pedagogy and evaluation, and on school-based methods to LAC and CLIL, drawing on either learn experiences and the studies of front-line lecturers and faculty directors. bankruptcy eight presents a severe and reflexive attitude at the box by means of asking tough questions concerning how LAC and CLIL are frequently located in contexts characterised through inequality of entry to the linguistic and cultural capitals, the place the neighborhood languages of the scholars tend to be missed or considered unfavourably with regards to the L2 in mainstream society, and the place lecturers are typically situated as recipients of information instead of makers of information. In remaining, bankruptcy nine experiences the cutting-edge within the box and proposes instructions for destiny inquiry.
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Extra resources for Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts: Theory and Practice
Are there disciplinary variations in these patterns? Are there some functions which are more important in science than in History, for instance? Is a similar function realized by different linguistic features in different subjects at different levels (and in different languages and cultures)? Y. 1007/978-981-10-1802-2_3 29 30 3 Analysing Academic Texts different content subject teachers develop metalinguistic awareness about these questions and help their students identify and appreciate linguistic and functional variations across subject domains (and across different languages such as L1 and L2) so that they can make useful connections and comparisons of different academic language styles across different subjects (and languages)?
The disintegrating or bottom-up approaches are criticized by top-down approaches such as the whole language approach (Goodman 2005) which emphasizes literacy learning in holistic meaningful contexts and de-emphasizes explicit teaching of bottom-up patterns and skills. 2 The ‘Genre Egg’: A Metalanguage for Dissecting the Language Learning Task 37 as the communicative language teaching (CLT) approach (Littlewood 1981). g. EAL learners), however, might need to be explicitly taught some of the bottom-level skills as they often do not have enough naturalistic experience with the L2 to infer these patterns/relationships themselves without explicit teaching.
2 The ‘Genre Egg’: A Metalanguage for Dissecting the Language Learning Task Fig. 2 a–c Illustrating different conceptualizations of the language learning task (images from Rose 2013, Slide 3, 7 and 8; reproduced here by permission of Dr. David Rose) (a) The language learning task–text-in-context context genre/register text discourse sentence grammar spelling word (b) Disintegrating the language learning task context reading and text listening tasks grammar paragraph sentence exercises word group vocabulary activities word syllable letter pattern pronunciation (c) An integrated approach context text paragraph sentence word group word syllable letter pattern 35 36 3 Analysing Academic Texts listening to texts, grammatical exercises, vocabulary activities and pronunciation practice.