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Similar to immersion, Content and language Integrated Learning (CLIL) combines second language education with other content-subjects and has become an important educational approach in many parts of the world. Only recently research on CLIL classrooms has started to emerge on the international scene. This volume presents current work dealing with classrooms located in Australia, Austria, Belgium, Finland, Germany and the UK, focussing on various dimensions of classroom talk such as oral proficiency, repair, the structure of learning opportunities, cognitive effects, pragmatic differences from traditional EFL lessons as well as issues of research methodology. These are complemented by the discussion of educational policies and the perceptions and attitudes of CLIL teachers.

The volume features a selection of new work presented at the 2004 meeting of the International Conference on English Historical Linguistics (ICEHL). Main conference themes reflected in this volume are: the maturation and broadening of historical corpus linguistics, a new interest in English for Specific Purposes as a diachronic phenomenon, and the role of grammar writing in the process of change. A further thematic strand of this book is the significance of functional aspects in the development of grammar and discourse, especially in domains beyond phonology and morphology. Several contributions focus on the operation of socio-pragmatic and functional factors in historically identifiable social networks, especially in the 18th century. Apart from that there is also a strong emphasis on developments in the 19th and 20th centuries.