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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 CLIL realities, but so far underrepresented in the literature. These are, firstly, policy issues, comprising policy statements as well as stakeholders’ perceptions of CLIL and its success; secondly, classroom discourse as the prime site for the investigation of CLIL practices and their implications for the learning process; and, thirdly, classroom pedagogy, with the focus on potential differences between CLIL and non-CLIL settings.

English as a foreign language is no longer the sole object of specialized language classes, but increasingly a medium of university‐level instruction in a range of content areas. This leads to a complex interaction between new academic content and the means of expressing this expertise through appropriate disciplinary language uses. Conceptually, this study focuses on oral disciplinary–reasoning episodes, in which knowledge structures are explicitly developed. These episodes exemplify diverse ways whereby disciplinary meaning making is co‐constructed in English‐medium instruction (EMI), with one specific type being language‐related episodes which clarify specific items of terminology. Drawing on INTE‐R‐LICA, an international and interdisciplinary project, the database under investigation covers 671 minutes (67,605 words) of classroom discourse from a Spanish business administration degree programme. Findings suggest a structural diversity within these episodes, which are jointly constructed, and involve a rich variety of discursive strategies to effectuate meaning making. Our results indicate that an understanding of the crucial role of language in this disciplinary meaning‐making process is essential for the TESOL profession to remain relevant in the current English language teaching educational landscape. In addition to providing expert input into the potential of a language‐sensitive EMI pedagogy, TESOL teacher education will need to foster both language and content teachers’ awareness of the disciplinary nature of classroom discourse and its role in developing subject expertise among their students.

With English-medium higher education burgeoning in Europe and elsewhere outside the English-speaking world, this book is the first to offer an ethnographically-embedded analysis of such classroom discourse by taking cognizance of English functioning as a lingua franca (ELF) in international student groups. By virtue of investigating one such educational programme in its entirety, the study also enlarges the present knowledge on ELF discourse as it offers novel insights into the interactional dynamics that shape and develop an educational community of practice.

According to the conditions of inclusion of minimum eigenvalue 1 and 3 % of the total variance, this resulted in 13 different factors accounting for 71 % of the total variance. Bryman and Cramer 1997: 64), it was decided to exclude those 8 factors from further analyses. [...]the principal components analysis was re-run with the specification of extracting 5 factors only, amounting to 41 % of the total variance. [...]it is quite clear that a single grade cannot suffice to describe pronunciation proficiency adequately. [...]comprehensive pronunciation tests have been developed, it must, however, suffice for establishing relevant links with the personal, classroom-linked, and subject- and learner-related factors (for the statistical analyses see Tables 8-16 in the Appendix): a. In analysing the impact the personal data (part C of questionnaire, see appendix) - as clearly independent variables - might have had on the final grade, the SPSS means procedure was chosen (cf. Positive influences on the final grade, on the other hand, have been attested for students who had already attained good grades for English at school or who had more contact with English in one of its natural settings. b. For the analysis of correlation between final grade and classroom-related factors, Pearson's Product Moment Correlation Coefficient (Pearson's r) was chosen and showed that, of the four factors still included in the analysis, only one correlated statistically significantly with the final grade, namely practice with peers (incl. language lab) (Table 13). Since this correlation is fairly low (at .257), it can only be taken as an indication of some relationship between the importance students placed on practising their pronunciation with language lab tutors and peers in the module and an increased likelihood in getting worse grades at the end of the module.

Based 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.

CLIL and Immersion Classrooms: Applied Linguistic Perspectives ( www.ichm.org/clil/ ) is one of a number of research networks (ReNs) established under the auspices of AILA. It was founded after the first CLIL Symposium, held in Vienna in July 2005. The network connects applied linguists who focus their research interests on educational settings which make use of an additional language for teaching and learning diverse content areas and thus engage in content and language integrated learning, or CLIL. Thus, this ReN provides researchers with a platform for presenting investigations on any type of classroom-based learning undertaken in a language other than the learners' first or previous language of education. This includes not only typical immersion settings of immigrant learners being integrated into mainstream education and use of the dominant language but also, and more centrally, the more recent phenomenon of using a foreign language as the medium of instruction, which has become an increasingly popular teaching approach at all educational levels in Europe and beyond, as recent publications show (Eurydice Report 2006; Marsh & Wolff 2007; Wilkinson & Zegers 2007).

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 CLIL realities, but so far underrepresented in the literature. These are, firstly, policy issues, comprising policy statements as well as stakeholders' perceptions of CLIL and its success; secondly, classroom discourse as the prime site for the investigation of CLIL practices and their implications for the learning process; and, thirdly, classroom pedagogy, with the focus on potential differences between CLIL and non-CLIL settings.

CLIL and Immersion Classrooms: Applied Linguistic Perspectives (www.ichm.org/clil/) is one of a number of research networks (ReNs) established under the auspices of AILA. It was founded after the first CLIL Symposium, held in Vienna in July 2005. The network connects applied linguists who focus their research interests on educational settings which make use of an additional language for teaching and learning diverse content areas and thus engage in content and language integrated learning, or CLIL. Thus, this ReN provides researchers with a platform for presenting investigations on any type of classroom-based learning undertaken in a language other than the learners' first or previous language of education. This includes not only typical immersion settings of immigrant learners being integrated into mainstream education and use of the dominant language but also, and more centrally, the more recent phenomenon of using a foreign language as the medium of instruction, which has become an increasingly popular teaching approach at all educational levels in Europe and beyond, as recent publications show (Eurydice Report 2006; Marsh & Wolff 2007; Wilkinson & Zegers 2007).