Intro
Teaching, Learning and Scaffolding in CLIL Science Classrooms
Editorial page
Title page
Copyright page
Table of contents
Teaching, learning and scaffolding in CLIL science classrooms
1.Conceptualising Content and Language Integrated Learning (CLIL)
2.Content and language integration in science
3.Scaffolding
4.Chapters in this volume
References
Language focused episodes by monolingual teachers in English Medium Instruction science lessons
1.Introduction
2.Literature review
2.1Growth of EMI
2.2Teachers in EMI settings
2.3Distinctive features of Chinese bilingual schools
2.4The language of science and science explanations
2.5Research on language focused episodes in SLA and in content contexts
3.Methodology
3.1Study design
3.2The population
3.3The sample (schools, teachers and students)
3.4Data collection
3.5Data analysis
4.Findings
4.1The proportion of the total interaction and the different types of LFEs
4.2Examples of the different types of LFEs
4.2.1Vocabulary-focused LFEs
a.Meaning of non-technical vocabulary
b.The non-science meaning of technical vocabulary
c.Pronunciation
d.Spelling
4.2.2Grammar-focused LFEs
a.Morphemes
4.2.3Idiom-focused LFEs
5.Discussion
5.1The extent of LFEs
5.2The variety of linguistic features focused on
5.3L1 vs L2
6.Conclusion
References
Appendix
The positioning of Japanese in a secondary CLIL science classroom in AustraliaLanguage use and the learning of content
1.Introduction
2.Literature review
2.1Science and content and language integration
2.2Language-specific issues in using a target language to teach content
3.The study
4.Findings
4.1Using kanji to reinforce scientific concepts
4.2Learning Japanese and learning science
4.3Explanation and application.

5.Discussion and conclusion
References
Teacher language awareness and scaffolded interaction in CLIL science classrooms
1.Introduction
2.Teacher language awareness
3.Methodology
3.1Participants
3.2Procedures
3.3Analysis
4.Findings
4.1L2 science teachers' awareness of language from the perspectives of learners and learning in CLIL contexts
4.1.1Teachers' understanding of learning content subjects through language
4.1.2Teachers' knowledge about learners' English language proficiency and their cognitive knowledge of subject matter
4.1.3Teachers' understanding of the impact of MOI policy on learner's motivation and learning outcomes
4.2Conceptual scaffoldings
5.Discussion
6.Conclusion
Acknowledgements
References
Supporting students' content learning in Biology through teachers' use of classroom talk drawing on concept sketches
1.Introduction
2.Theoretical underpinnings
3.Review of studies in the field
3.1Concept sketch in the field of science
3.2Classroom talk in science
4.Research focus
5.Background setting and subjects
6.Methodology
7.Examination of classroom talk based on concept sketch
7.1Reformulating with specifics amplified for directionality focus
7.2Scaffolding content learning undergirded by purpose
7.3Drawing on repeated uptake of students' response to sharpen focus and direct attention
7.4Sharpening precision in language use
7.5Limitations in classroom talk
8.Implications
8.1Beyond the visual and the textual- the place of classroom talk
8.2Implications for teachers' professional learning
9.Conclusion
Acknowledgements
References
Appendix A.Sample extract of lesson plan
Appendix B.Extracts of sample focus areas and talk moves.

Co-developing science literacy and foreign language literacy through "Concept + Language Mapping"
1.Introduction
2.Literature review
2.1Meaningful learning and concept mapping
2.2Thematic patterns
2.3Thematic-pattern-based "concept + language mapping"
3.Methodology
3.1Research design
3.2Data collection and analysis
4.Results and analysis
4.1The CLM approach facilitated content and language development in the EMI biology classroom
4.1.1Quantitative results
4.1.2Qualitative results
4.2Integrating content and language learning with thematic-pattern-based designed and spontaneous scaffoldings in shifting communicative approaches
4.2.1Multimodal animated sequential "concept + language mapping" with thematic-pattern-based designed and spontaneous scaffoldings
4.2.2Integrating content and language by combining thematic patterns and genre structures
5.Discussion
5.1Integrating content and language in CLIL lessons
5.2Drawing on perspectives of subject education researchers
5.3Teacher education about "thematic-pattern-based" CLM pedagogy
6.Conclusion
Acknowledgements
References
Appendix 1.Summary of student feedback on the CLM materials
Scaffolding for cognitive and linguistic challenges in CLIL science assessments
1.Introduction
2.Literature review
2.1Alignment among objectives, instruction and assessments in CLIL
2.2CLIL objectives and teachers' instruction
2.3CLIL objectives and assessment
2.4CLIL assessment and teachers' instruction
3.Methodology
3.1Overall research design
3.2Research context and participants
3.3Data collection
3.3.1Lesson observations
3.3.2Collection of assessment tasks
3.3.3Semi-structured interviews
3.4Data analysis
4.Results
4.1Objectives
4.2Instruction
4.3Assessment practices
Miss A
Miss B.

5.Discussion and conclusions
Acknowledgements
References
Appendix 1.Lesson observation protocol
Appendix 2.Examples of different registers when analysing the observed lessons
Category 1. Instructional register, which focuses on knowledge delivery and discussion
Category 1a. Instructional register focusing on "content"
Category 1b. Instructional register focusing on "language"
Category 2. Regulative register, which aims at managing classroom tasks and students' behaviours
The role of language in scaffolding content &
language integration in CLIL science classrooms
1.Introduction
2.Language in discursive, cognitive, linguistic, semiotic, epistemic &
affective roles
2.1Discursive role to scaffold classroom interaction
2.2Cognitive-Linguistic role to scaffold construction of knowledge
2.3Semiotic role to scaffold science meaning-making
2.4Epistemic and affective roles
3.Content &
language as integrated or separate entities?
4.Closing remarks
References
Index.