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• Multimodal practices of unpacking and repacking subject-specific knowledge in CLIL physics and chemistry lessons 

  Nikula, Tarja; Jakonen, Teppo; Kääntä, Leila (Elsevier, 2024)

  Background: Different school subjects have their specific meaning-making practices for building and conveying knowledge. Research drawing on the Semantics dimension of the Legitimation Code Theory has noted the importance ...

• Retrospective Orientation to Learning Activities and Achievements as a Resource in Classroom Interaction 

  Jakonen, Teppo (Wiley, 2018)

  This article explores the temporal nature of language learning in classroom settings through the lens of Conversation Analysis (CA) by drawing on video‐recorded interactions from Content and Language Integrated (CLIL) ...

• Hands-on tasks in CLIL science classrooms as sites for subject-specific language use and learning 

  Nikula, Tarja (Pergamon Press, 2015)

  This paper is concerned with content and language integrated learning (CLIL), i.e. classrooms where a foreign or second language (L2) is used as the means of instruction and where content and language learning objectives ...

• On the role of peer discussions in the learning of subject-specific language use in CLIL 

  Nikula, Tarja (Rodopi, 2012)

  Introduction: Language learners’ discourse, the theme of this volume, is approached in this chapter from the viewpoint of content and language integrated learning, known as CLIL (e.g. Coyle, Hood & Marsh 2010). The context ...

• Transforming student contributions into subject-specific expression 

  Jacknick, Christine M.; Duran, Derya (Elsevier, 2021)

  Drawing on a corpus of pre-service teacher training classroom interactions in an English-medium instruction university in Turkey, we examine teacher follow-up turns that introduce specialized terms, showing how a teacher ...