Univ.-Prof. Mag. Dr. Christiane Dalton-Puffer
T: +43-1-4277-42443
M: +43-664-60277-42443

Consultation hours: Until 5 March 2018: Mondays 2-4 pm.
No office hours 12 Feb & 19 Feb

Winter term 2017
122223 SE Linguistics Seminar / BA Paper - The Lexicon - description, use and acquisition
122225 SE Linguistics Seminar / BA Paper - The Lexicon - description, use and acquisition
Dalton-Puffer, C., Bauer-Marschallinger, S., Kröss, L., Katharina, B., Hofmann, V., Hopf, J., & Lechner, L. (2018). Cognitive discourse functions in Austrian CLIL lessons: towards an empirical validation of the CDF Construct. European Journal of Applied Linguistics. DOI: DOI: https://doi.org/10.1515/eujal-2017-0028
Dalton-Puffer, C. (2017). Discourse analysis and CLIL. in A. Llinares, T. Morton, A. McCabe, & R. Whittaker (Hrsg.), Applied Linguistics Perspectives on CLIL (S. 167-181). (Language learning and language teaching ). Amsterdam: John Benjamins Publishing Company.
Dalton-Puffer, C. (2017). Same but Different: Content and Language Integrated Learning and Content-Based Instruction. in M. A. Snow, & D. Brinton (Hrsg.), The content-based classroom. (2nd edition) (2nd Aufl., S. 151-164). Longman Group UK Ltd..
Dalton-Puffer, C. (2017). Interview with a Linguist. Laura wright talks to Christiane Dalton-Puffer. Babel. The Language Magazine (S. 16-17).
Dalton-Puffer, C. (RedakteurIn). (2017). CLIL in der Praxis – Was sagt die Forschung?. Goethe Institute.
Dalton-Puffer, C. (2017). Postscriptum. Research Pathways in CLIL/Immersion Instructional Practices and Teacher Development. International Journal of Bilingual Education and Bilingualism, 1-4. DOI: http://dx.doi.org/10.1080/13670050.2017.1384448
Dalton-Puffer, C. (2017). Review of Phil Ball, Keith Kelly & John Clegg, Putting CLIL into Practice, 2015. Oxford: Oxford University Press. ELT Journal
Dalton-Puffer, C. (2016). Discourse Functions: Specifying an Integrative Interdisciplinary Construct. in T. Nikula, E. Dafouz, P. Moore, & U. Smit (Hrsg.), Conceptualising integration in CLIL and multilingual education (S. 29-54). Clevedon: Multilingual Matters.
Nikula, T., Dalton-Puffer, C., Llinares, A., & Lorenzo, F. (2016). More Than Content and Language:: The Complexity of Integration in CLIL and Multilingual Education.. in T. Nikula, E. Dafouz, P. Moore, & U. Smit (Hrsg.), Conceptualising integration in CLIL and multilingual education (S. 1-28). Clevedon: Multilingual Matters.
Lorenzo, F., & Dalton-Puffer, C. (2016). Historical Literacy in CLIL:: Telling the Past in a Second Language. in T. Nikula, E. Dafouz, P. Moore, & U. Smit (Hrsg.), Conceptualising integration in CLIL and multilingual education (S. 55-72). Clevedon: Multilingual Matters.
Dalton-Puffer, C., & Smit, U. (2016). Content and language integrated learning and ELF. in M-L. Pitzl, & R. Osimk-Teasdale (Hrsg.), English as a lingua franca: perspectives and prospects. : Contributions in Honour of Barbara Seidlhofer (S. 235-244). (Trends in Applied Linguistics; Band 24). Boston/Berlin: De Gruyter Mouton.
Smit, U., & Dalton-Puffer, C. (2015). ConCLIL: ein internationales Meta-Projekt zum Begriff der Integration im bilingualen Sachfachunterricht. Verbal-Newsletter (Organ des Verbands für Angewandte Linguistik), 16(1), 25-27.
Nikula, T., & Dalton-Puffer, C. (2015). Guest Editorial: Special Issue CLIL II. The Language Learning Journal , 43(3), 235-238.
Dalton-Puffer, C. (2015). Elemente einer 'academic literacy': Kognitive Diskursfunktionen im englischsprachigen Fachunterricht (CLIL). in S. Schmölzer-Eibinger, & E. Thürmann (Hrsg.), Schreiben als Medium des Lernens. Kompetenzentwicklung durch Schreiben im Fachunterricht (S. 115-130). (Fachdidaktische Forschungen: Vol. 8. ). Münster: Waxmann.
LLinares, A., & Dalton-Puffer, C. (2015). The role of different tasks in CLIL students' use of evaluative language. System, 54, 69-79.
Dalton-Puffer, C., & Nikula, T. (2014). Content and Language Integrated Learning. The Language Learning Journal , 42(2), 117-122. DOI: 10.1080/09571736.2014.891370
Dalton-Puffer, C., LLinares, A., Lorenzo, F., & Nikula, T. (2014). "You can stand under my umbrella": Immersion, CLIL and bilingual education: A response to Cenoz, Genesee & Gorter (2013). Applied Linguistics, 35(2), 213-218. DOI: 10.1093/applin/amu010
Ghafoorian Maddah, Z., Dalton-Puffer, C., & Reiterer, S. M. (2014). Language transfer vs. Language talent. Individual differences and aptitude in L2 phonology of Persian-speaking learners of English.. Postersitzung präsentiert bei 1st Vienna Conference on "Language Learning, Music and the Brain", Wien, Österreich.
Bonnet, A., & Dalton-Puffer, C. (2013). Great expectations? Competence and standard related questions concerning CLIL moving into the mainstream. in S. Breidbach, & B. Viebrock (Hrsg.), CLIL in Europe: Research perspective on policy and practice (S. 269-284). Peter Lang Ltd. International Academic Publishers.
Radits, F., Dalton-Puffer, C., Grossmann, W., & Ecker, A. (2013). Reflecting structures, actions and theoretical underpinnings of teacher education at the University of Vienna by collaborative research of stakeholders and practitioners. General idea and first results. in Bringing a better world into existence. CARN-Collaborative Action Research Network: CARN-Collaborative Action Research Network Unknown publisher.
Dalton-Puffer, C. (2013). Diskursfuntionen und generische Ansätze. in W. Hallet, & F. G. Königs (Hrsg.), Handbuch Bilingualer Unterricht: Content and Language Integrated Learning (S. 138-145). Seelze: Klett Kallmeyer.
Hüttner, J., & Dalton-Puffer, C. (2013). Der Einfluss subjektiver Sprachlerntheorien auf den Erfolg der Implementierung von CLIL Programmen. in S. Breidbach, & B. Viebrock (Hrsg.), CLIL in Europe: Research perpectives on policy and practice (S. 129-144). Frankfurt: Peter Lang Ltd. International Academic Publishers.
Nikula, T., Dalton-Puffer, C., & Llinares Garcia, A. (2013). European research on CLIL classroom discourse. Journal of Immersion and Content-Based Language Edcuation, 70-100.
Hüttner, J., Dalton-Puffer, C., & Smit, U. (2013). The Power of Beliefs: Lay Theories and their Influence on the Implementation of CLIL Programmes. International Journal of Bilingual Education and Bilingualism, 16(3), 267-284.
Dalton-Puffer, C., & Smit, U. (2013). Content-and-language integrated learning: a research agenda. Language Teaching, 46(4), 545-559. DOI: 10.1017/S0261444813000256
Dalton-Puffer, C. (2013). A construct of cognitive discourse functions for conceptualising content-language Integration in CLIL and multilingual education. European Journal of Applied Linguistics, 1(2), 1-38.
Hüttner, J., & Dalton-Puffer, C. (2013). Der Einfluß subjektiver Sprachlerntheorien auf den Erfolg der Implementation von CLIL-Programmen. in J. Viebrock, & S. Breidbach (Hrsg.), Content and Language Integrated Learning: Research, Policy and Practice (S. 129-144). Peter Lang.
Dalton-Puffer, C. (2012). Forschungsplattform Fachdidaktiken der Universität Wien. in. B. Hinger,. E. M. Unterrainer, &. D. Newby (Hrsg.), Sprachen lernen: Kompetenzen entwickeln - Performanzen (über)prüfen. Tagungsband der 5. Tagung der Österreichischen Gesellschaft für Sprachendidaktik (ÖGSD): Innsbruck, 23.-25. September 2010. (S. 78-89). Wien: Praesens.
Dalton-Puffer, C. (2012). A postscript on institutional motivations, research concerns and professional implications. AILA Review, 101-103.
Dalton-Puffer, C. (2011). Explaining. A central discourse function in instruction. in. C. E. Urmeneta, &. L. Nussbaum (Hrsg.), Aprendre en una altra llengua (S. 119-139). Barcelona: Universitat Autónoma.
Dalton-Puffer, C. (2011). Content and language integrated learning: from practice to principles. Annual Review of Applied Linguistics, 31, 182-204.
Dalton-Puffer, C., Faistauer, R., & Vetter, E. (2011). A survey of research on language teaching and language learning in Austria 2004-2009. Language Teaching, 44(2), 181-211.
Dalton-Puffer, C., Faistauer, R., & Vetter, E. (2011). A Country in Focus. Research of lanuage teaching and learning in Austria (2004 - 2009). Language Teaching, (44.2), 181-211.
Dalton-Puffer, C., Bardy-Durchhalter, M., Krumphals, I., Schelander, R., & Vielhaber, C. (2011). Koordinaten einer allgemeinen Fachdidaktik - ein Papier in vier Schichten. Unknown publisher.
Kleiner, K., Dalton-Puffer, C., Götz, S., & Radits, F. (2011). Theory and Practice of Subject Didactics: Fachdidaktiken im Vergleich – Fakten, Analysen, Perspektiven. in Baustelle Lehrerbildung. 5.-7. September 2011, Klagenfurt (S. 122)
Jexenflicker, S., & Dalton-Puffer, C. (2010). The CLIL differential: comparing the writing of CLIL and non-CLIL students in higher colleges of technology. in. C. Dalton-Puffer,. U. Smit, &. T. Nikula (Hrsg.), Language use and language learning in CLIL classrooms (S. 169-190). Amsterdam: Benjamins.
Dalton-Puffer, C., Nikula, T., & Smit, U. (2010). Language use and language learning in CLIL: Current findings and contentious issues. in C. Dalton-Puffer, T. Nikula, & U. Smit (Hrsg.), Language Use and Language Learning in CLIL Classrooms (S. 279-291). (AILA Applied Linguistics Series (AALS); Band 7). Amsterdam: John Benjamins Publishing Company.
Dalton-Puffer, C., Nikula, T., & Smit, U. (2010). Charting policies, premises and research on Content and Language Integrated Learning. in C. Dalton-Puffer, T. Nikula, & U. Smit (Hrsg.), Language Use and Language Learning in CLIL Classrooms (S. 1-19). Amsterdam: John Benjamins Publishing Company.
Dalton-Puffer, C., Smit, U., & Nikula, T. (Hrsg.) (2010). Language use and language learning in CLIL classrooms. (AILA Applied Linguistics Series (AALS); Band 7). Amsterdam: John Benjamins Publishing Company.
Schiftner, B., Dalton-Puffer, C., & Smit, U. (Hrsg.) (2010). Current Research on CLIL 3: Special Issue of VIEWS. (VIEWS: Vienna English working papers; Band 19). Institut für Anglistik und Amerikanistik, Universität Wien.
Dalton-Puffer, C., Nikula, T., & Smit, U. (2010). CLIL and Immersion Classrooms: Applied Linguistic Perspectives. International Journal of Applied Linguistics, 20(3), 432-433.
Dalton-Puffer, C. (2009). Communicative competence and the CLIL lesson. in. Y. R. D. Zarobe, &. R. J. Catalan (Hrsg.), Content and Language Integrated Learning: Evidence from Research in Europe (S. 197-214). Clevedon: Multilingual Matters.
Dalton-Puffer, C., Hüttner, J., & Smit, U. (2009). Technology geeks speak out: what students think about vocational CLIL. International CLIL Research Journal, 1(1), 17-25.
Mehlmauer-Larcher, B., Dalton-Puffer, C., & Hüttner, J. (2009). Bereit für professionelle Herausforderungen: Universitäre EnglischlehrerInnenbildung in Wien. Erziehung und Unterricht: österreichische pädagogische Zeitschrift, 159(5), 518-526.
Dalton-Puffer, C., & Winkler-Rigler, G. (2009). Wissensplus. Wissensplus 08/08 03
Dalton-Puffer, C. (2008). Outcomes and processes in Conten-and-language-integrated learning: current research from Europe. in. W. Delanoy, &. L. Volkmann (Hrsg.), Future Perspectives for English Language Teaching Heidelberg: Universitätsverlag Winter GmbH.
Dalton-Puffer, C. (2008). Communicative competence in ELT and CLIL classrooms: same or different? VIEW[Z] : Vienna English working papers, 17(3), 14-21.
Dalton-Puffer, C., Volkmann, L. (Hrsg.), & Delanoy, W. (Hrsg.) (2008). Future Perspectives for English Language Teaching. Universitätsverlag Winter GmbH.
Dalton-Puffer, C., Hüttner, J., Jexenflicker, S., Schindlegger, V., & Smit, U. CLIL an österreichischen HTLs: Endbericht des Forschungsprojekts
Dalton-Puffer, C. (2007). Fremdsprache als Medium des Wissenserwerbs: Definieren und Hypothesenbilden. in. D. Caspari,. W. Hallet,. A. Wegner, &. W. Zydatiß (Hrsg.), Bilingualer Unterricht macht Schule. Beiträge aus der Praxisforschung (S. 76-79). Frankfurt/Main: Peter Lang.
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Institut für Anglistik und Amerikanistik

Spitalgasse 2, Hof 8 (Campus)
1090 Wien
Room: 3G-O1-21

T: +43-1-4277-42443
M: +43-664-60277-42443
F: +43-1-4277-842443

christiane.dalton-puffer@univie.ac.at