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- W2920160119 abstract "Abstract Content and language integrated learning (CLIL), an educational approach using a foreign language to teach non-language subjects, has been consistently gaining in popularity. Despite an increasing research base suggesting its benefits for general language proficiency, the contribution made to learning and using subject-specific target language elements is largely under-researched. This paper addresses one aspect of this, i.e. students’ use of subject-specific vocabulary in CLIL classroom communication. We propose a holistic model for identifying both single and multi-word lexical units specific to the school subject in oral classroom data, integrating corpus-linguistic and qualitative data analysis. The method is trialled using a data set of 16 hours of secondary-school CLIL classroom data within the subject of European economics and politics in Year 12. Findings show that a holistic definition of subject-specific vocabulary is vital, and that the model constitutes an adequate and flexible tool for specifying CLIL terminology in oral classroom discourse." @default.
- W2920160119 created "2019-03-11" @default.
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- W2920160119 creator A5042482946 @default.
- W2920160119 creator A5056041286 @default.
- W2920160119 date "2019-02-28" @default.
- W2920160119 modified "2023-09-25" @default.
- W2920160119 title "Capturing technical terms in spoken CLIL" @default.
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- W2920160119 doi "https://doi.org/10.1075/jicb.17029.rie" @default.
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