Cognitive discourse functions: a bridge between content, literacy and language for teaching and assessment in CLIL
Autor/a
Morton, Tom
Fecha de publicación
2020ISSN
2604-5893
Resumen
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.
Tipo de documento
Artículo
Versión del documento
Versión publicada
Lengua
English
Materias (CDU)
37 - Educación. Enseñanza. Formación. Tiempo libre
Palabras clave
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
Páginas
11
Publicado por
Universitat Autònoma de Barcelona
Colección
3; 1
Publicado en
CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education
Citación
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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Derechos
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