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Univ.-Prof. Mag. Dr. Christiane Dalton-Puffer

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

christiane.dalton-puffer@univie.ac.at

News: PLEASE CLICK TO RESERVE A TIME SLOT:
https://www.termino.gv.at/meet/de/p/b2ac7f873e58eb739d540378289a6946-9936

Consultation hours: Thursdays 15:00-16:30

From Oct 16th: new Office Hours Thu 15:00-16:30

Winter term 2020

120012 VO Approaching English Linguistics

120021 OV Orientierungsveranstaltung Anglistik BEd

120022 OV Orientierungsveranstaltung Anglistik BA

120024 OV Orientierungsveranstaltung Anglistik MA Literature & Linguistics - Orientation & Welcome Session

124090 VK BEd 09.2: VK Linguistics for Language Teachers - Systemic Functional Linguistics and Language Education

Summer term 2020

120004 SE MEd 03: SE Applied Research Seminar

124090 VK BEd 09.2: VK Linguistics for Language Teachers - Systemic Functional Linguistics and Language Education

124092 VK BEd 09.2: VK Linguistics for Language Teachers - Systemic Functional Linguistics and Language Education

Winter term 2019

120004 SE MEd 03: SE Applied Research Seminar

120005 OV Orientierungsveranstaltung Anglistik BA

120010 OV Orientierungsveranstaltung Anglistik BEd

124092 VK BEd 09.2: VK Linguistics for Language Teachers - Systemic Functional Linguistics and Language Education

124641 VO BEd 04.1: Language in a Social Context

128141 FS FS Research Seminar I - Subject literacies in English: students’ and teachers’ language use in Content-and-Language Integrated Learning

128301 AR Research methods in linguistics

Dalton-Puffer, C., & Evnitskaya, N. (2020). Cognitive Discourse Functions in CLIL classrooms: Eliciting and analyzing students’ oral classifications in science and history. International Journal of Bilingual Education and Bilingualism.

Dalton-Puffer, C., Hüttner, J., & Smit, U. (Accepted/In press). From voluntary to obligatory CLIL in upper secondary technical colleges: Teacher and student voices from a diverse landscape. In K. Talbot, S. Mercer, M-T. Gruber, & R. Nishida (Eds.), The psychological experience of integrating language and content: Teacher and learner perspectives Multilingual Matters Ltd..

Dalton-Puffer, C. (2020). Modellierung und Beurteilung bildungssprachlicher Kompetenzen im Content-and-Language-integrated Learning (CLIL). In A. Drackert, M. Mainzer-Murrenhoff, A. Soltyska, & A. Timukova (Eds.), Testen bildungssprachlicher Kompetenzen und akademischer Sprachkompetenzen – Synergien zwischen Schule und Hochschule erkennen und nutzen. Peter Lang Verlag.

Dalton-Puffer, C., & Bauer-Marschallinger, S. (2019). Cognitive Discourse Functions meet Historical Competences: Towards an integrated pedagogy in CLIL history education. Journal of Immersion and Content-Based Language Edcuation, 7(1), 30-60.

Dalton-Puffer, C., Boeckmann, K-B., & Hinger, B. (2019). Research in language teaching and learning in Austria (2011–2017). Language Teaching: Surveys and Studies, 52(2), 201-230.

Dalton-Puffer, C., Bauer-Marschallinger, S., Brückl-Mackey, K., Hofmann, V., Hopf, J., Kröss, L., & Lechner, L. (2018). Cognitive discourse functions in Austrian CLIL lessons: towards an empirical validation of the CDF Construct. European Journal of Applied Linguistics, 6(1), 5-29. https://doi.org/10.1515/eujal-2017-0028

Müller, L-M., & Dalton-Puffer, C. (2018). How personally involving is the use of L2 in the classroom? Appraisal structures in EFL and CLIL. RILA Rassegna Italiana di Linguistica Applicata, 50(2-3), 33-49.

Dalton-Puffer, C., & Smit, U. (2018). Introducing four papers on upper secondary CLIL: Crossing the divides between language and content subjects. CELT Matters, 2, 8-10.

Dalton-Puffer, C. (Editorial Journalist). (2017). CLIL in der Praxis – Was sagt die Forschung?. Web publication, Goethe Institute.

Dalton-Puffer, C. (2017). Discourse analysis and CLIL. In A. Llinares, T. Morton, A. McCabe, & R. Whittaker (Eds.), Applied Linguistics Perspectives on CLIL (pp. 167-181). John Benjamins Publishing Company. Language learning and language teaching

Dalton-Puffer, C. (2017). Interview with a Linguist. Laura wright talks to Christiane Dalton-Puffer. Babel. The Language Magazine, 16-17.

Dalton-Puffer, C. (2017). Postscriptum. Research Pathways in CLIL/Immersion Instructional Practices and Teacher Development. International Journal of Bilingual Education and Bilingualism, 21(3), 384-387. https://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. (2017). Same but Different: Content and Language Integrated Learning and Content-Based Instruction. In M. A. Snow, & D. Brinton (Eds.), The content-based classroom. (2nd edition) (2nd ed., pp. 151-164). Longman Group UK Ltd..

Dalton-Puffer, C., & Smit, U. (2016). Content and language integrated learning and ELF. In M-L. Pitzl, & R. Osimk-Teasdale (Eds.), English as a lingua franca: perspectives and prospects. : Contributions in Honour of Barbara Seidlhofer (pp. 235-244). De Gruyter Mouton. Trends in Applied Linguistics [TAL], Vol.. 24

Dalton-Puffer, C. (2016). Discourse Functions: Specifying an Integrative Interdisciplinary Construct. In T. Nikula, E. Dafouz, P. Moore, & U. Smit (Eds.), Conceptualising integration in CLIL and multilingual education (pp. 29-54). 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 (Eds.), Conceptualising integration in CLIL and multilingual education (pp. 55-72). 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 (Eds.), Conceptualising integration in CLIL and multilingual education (pp. 1-28). Multilingual Matters.

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.

Dalton-Puffer, C. (2015). Elemente einer 'academic literacy': Kognitive Diskursfunktionen im englischsprachigen Fachunterricht (CLIL). In S. Schmölzer-Eibinger, & E. Thürmann (Eds.), Schreiben als Medium des Lernens: Kompetenzentwicklung durch Schreiben im Fachunterricht (pp. 115-130). Waxmann. Fachdidaktische Forschungen, Vol.. 8