Dalton-Puffer Christiane. Discourse in Content and Language Integrated Learning (CLIL) Classrooms

John Benjamins Publishing, 2007. — 344 p.Content and language integrated learning has become a buzzword in today's language planning and policy making, especially in Europe. However, little empirical research has been conducted to support claims as to its actual differences from regular foreign language classrooms let alone its alleged effectiveness in teaching language, content or both. Dalton-Puffer's volume fills this gap in a very methodical and accessible way. This book has a lot to offer to different audiences. For graduate students exploring different methodologies or those about to write up their research for publication it can serve as a model or inspiration. For practitioners of CLIL, EAP or ESP, it provides a window into how discourse is really performed in such settings. For the veteran applied linguist, its rich data and extensive citation record should make it a worthwhile reference material for comparison purposes and for locating resources. Dalton-Puffer's volume can be considered a key contribution to understanding CLIL classrooms and will hopefully impact further CLIL decision-making on European, national and institutional level, in research, administration and teaching.