Detail-Seite

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

Office hours are currently taking place online: use this link for my virtual office: https://moodle.univie.ac.at/mod/bigbluebuttonbn/guestlink.php?gid=JTDUWNMrG2Rm

Consultation hours: Thursdays 15:00-16:30

Winter term 2021

120002 SE MEd 03: SE Applied Research Seminar - Classroom as discourse

120411 VO STEOP (A046): BEd 1.1 Introduction to English Linguistics

128301 AR Research methods in linguistics

Summer term 2021

120021 OV Orientierungsveranstaltung Anglistik BEd

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

122020 VO Introduction to the Study of Language 2

124096 VK BEd 09.2: VK Linguistics for Language Teachers - Systemic Functional Linguistics and Language Education

420004 SE Aktuelle Entwicklungen in Educational Linguistics

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

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. https://doi.org/10.1080/13670050.2020.1804824

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 & 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