Abstract Book www.aila2014.com Contents Invited Symposia ........................... 3 Featured Symposia .....................13 ReN Colloquium ...........................20 General Symposia ........................35 Oral Papers .....................................83 Workshops ..................................232 Posters ..........................................238 Author Index ..............................273 The AILA 2014 Congress management by: ICMS Australasia GPO Box 3270 Sydney NSW 2001 Ph: +61 2 9254 5000
[email protected] www.icmsaust.com.au INVITED SYMPOSIA that draws on Systemic Functional appraisal theory as well as notions of academic discourse functions such as evaluating or justifying (Dalton- IS01 Puffer 2007). CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) AS A CATALYST FOR Teachers' and students' evaluative practices in RESEARCH COOPERATION IN EUROPE AND CLIL whole-class discussions: A study across European contexts BEYOND Ana Llinares*1, Tarja Nikula*2 1 Convenors: Christiane Dalton-Puffer , Tarja 1. Universidad Autónoma de Madrid, Madrid, Spain 2. Nikula2, Ana Llinares3 University of Jyväskylä, Finland 1. University of Vienna, Austria 2. University of Jyväskylä, Finland 3. Autónoma University of Madrid, The present study combines the systemic Spain functional model of appraisal theory (Martin & White 2005) and pragmatics that seeks to account for social and interpersonal dimensions of talk to Symposium summary identify evaluative practices used and co- By bringing together two prominent themes of constructed by teachers and students in CLIL the first AILA congress in 1964 (Second language classroom discussions in different European learning and Research cooperation in Europe), contexts. this symposium will showcase recent research collaboration on Content and Language Integrated Knowledge as social interaction across CLIL Learning (CLIL), an increasingly common model for contexts second/foreign language teaching in Europe and Tom Morton*1, Teppo Jakonen*2 beyond.