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In my paper, I explore how instructions are constituted in a content and language integrated learning setting. The study is based on a corpus of video recordings collected during a biology project week in a German as second language classroom for refugee students. The overall aim is to reconstruct the instructions' multimodal gestalts, i.e. the semiotic resources (verbalizations, gesture, objects etc.) used. It will be shown i) that instructions may not only be tied to subject teaching, but also to classroom management, and ii) that the multimodal gestalt of the instructions seems to reflect the teacher's recipient design, i.e. her assumptions about the students' language competences.
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