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Multimodal Perspective into Teachers' Definitional Practices: Comparing Subject-Specific Language in Physics and History Lessons
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Leila Kääntä – Educational Linguistics, 2021
This chapter compares two teachers' definitional practices in two Content-and-Language-Integrated-Learning (CLIL) lessons, i.e. physics and history, which are taught in English in Finland. It adopts Dalton-Puffer's (Eur J Appl Linguistics 1(2):216-253, 2013; Cognitive discourse functions: specifying an integrative interdisciplinary construct. In:…
Descriptors: Physics, Science Instruction, Science Teachers, History Instruction