Cognitive discourse functions: a bridge between content, literacy and language for teaching and assessment in CLIL
Visualitza/Obre
Autor/a
Morton, Tom
Data de publicació
2020ISSN
2604-5893
Resum
As Bilingual Education programmes which adopt a CLIL approach grow, there is an ever-increasing need for conceptual and practical frameworks to help teachers integrate content, literacy and language in teaching and assessment. This article proposes that the construct ‘Cognitive Discourse Function’ or CDF (Dalton-Puffer, 2013) has clear potential for achieving a deeper integration of content, literacy and language than what is common in current practice. Cognitive discourse functions refer to how cognitive processes involved in learning academic content (such as describing, defining, explaining or evaluating) are realised in recurring linguistic patterns in the classroom. As the article argues, these linguistic patterns create a ‘bridge’ to link content, literacy and language and thus avoid the artificial separation of content and language that still pervades much CLIL practice. Reporting on a research study which examined 6th year primary CLIL students’ production of one CDF (definitions) in a Spanish bilingual programme, the article suggests guidelines for how CDFs can inform CLIL practice at the levels of curriculum development, materials design, classroom teaching and assessment.
Tipus de document
Article
Versió del document
Versió publicada
Llengua
English
Matèries (CDU)
37 - Educació. Ensenyament. Formació. Temps lliure
Paraules clau
Educació bilingüe
CLIL
Funció del discurs cognitiu
Alfabetització
Valoració
Educación bilingüe
CLIL
Función cognitiva del discurso
Alfabetización
Evaluación
Bilingual education
CLIL
Cognitive discourse functions
Literacy
Assessment
Pàgines
11
Publicat per
Universitat Autònoma de Barcelona
Col·lecció
3; 1
Publicat a
CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education
Citació
Morton, Tom. Cognitive discourse functions: a bridge between content, literacy and language for teaching and assessment in CLIL. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 2020, 3(1), p. 7-17. Disponible en: <https://revistes.uab.cat/clil/article/view/v3-n1-morton>. Fecha de acceso: 12 sep. 2024. DOI: 10.5565/rev/clil.33
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Drets
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