‘What’s the Moment Thingy?’: On the Emergence of Subject-Specific Knowledge in CLIL Classroom Interaction

Nikula, Tarja

doi:10.1007/978-3-319-55116-6_2

dc.contributor.author	Nikula, Tarja
dc.contributor.editor	Langman, Juliet
dc.contributor.editor	Hansen-Thomas, Holly
dc.date.accessioned	2021-05-24T09:21:33Z
dc.date.available	2021-05-24T09:21:33Z
dc.date.issued	2017
dc.identifier.citation	Nikula, T. (2017). ‘What’s the Moment Thingy?’: On the Emergence of Subject-Specific Knowledge in CLIL Classroom Interaction. In J. Langman, & H. Hansen-Thomas (Eds.), <i>Discourse Analytic Perspectives on STEM Education : Exploring Interaction and Learning in the Multilingual Classroom</i> (pp. 11-29). Springer International Publishing. Educational Linguistics, 32. <a href="https://doi.org/10.1007/978-3-319-55116-6_2" target="_blank">https://doi.org/10.1007/978-3-319-55116-6_2</a>
dc.identifier.other	CONVID_27081612
dc.identifier.other	TUTKAID_74228
dc.identifier.uri	https://jyx.jyu.fi/handle/123456789/75882
dc.format.extent	215
dc.format.mimetype	application/pdf
dc.language.iso	eng
dc.publisher	Springer International Publishing
dc.relation.ispartof	Discourse Analytic Perspectives on STEM Education : Exploring Interaction and Learning in the Multilingual Classroom
dc.relation.ispartofseries	Educational Linguistics
dc.rights	In Copyright
dc.subject.other	luokkahuone
dc.subject.other	subject-specific knowledge
dc.subject.other	CLIL
dc.subject.other	classroom interaction
dc.title	‘What’s the Moment Thingy?’: On the Emergence of Subject-Specific Knowledge in CLIL Classroom Interaction
dc.type	bookPart
dc.identifier.urn	URN:NBN:fi:jyu-202105243142
dc.contributor.laitos	Soveltavan kielentutkimuksen keskus	fi
dc.contributor.laitos	Centre for Applied Language Studies	en
dc.contributor.oppiaine	Soveltava kielentutkimus	fi
dc.contributor.oppiaine	Applied language studies	en
dc.type.uri	http://purl.org/eprint/type/BookItem
dc.relation.isbn	978-3-319-55115-9
dc.type.coar	http://purl.org/coar/resource_type/c_3248
dc.description.reviewstatus	peerReviewed
dc.format.pagerange	11-29
dc.relation.issn	1572-0292
dc.type.version	acceptedVersion
dc.rights.copyright	© Springer International Publishing AG 2017
dc.rights.accesslevel	openAccess	fi
dc.subject.yso	vieraskielinen opetus
dc.subject.yso	vuorovaikutus
dc.format.content	fulltext
jyx.subject.uri	http://www.yso.fi/onto/yso/p12222
jyx.subject.uri	http://www.yso.fi/onto/yso/p10591
dc.rights.url	http://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi	10.1007/978-3-319-55116-6_2
dc.type.okm	A3

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‘What’s the Moment Thingy?’: On the Emergence of Subject-Specific Knowledge in CLIL Classroom Interaction

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

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

Knowing matters : how students address lack of knowledge in bilingual classroom interaction

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

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