Bringing Literacy Into Bilingual Science: Using Cognitive Discourse Functions to Support Reading and Writing in English as a Foreign Language Classrooms

ABSTRACT In bilingual elementary classrooms where English is taught as a foreign language, science lessons often prioritize spoken interaction, while reading and writing receive less emphasis. This article explores how Cognitive Discourse Functions (CDFs)—such as defining, explaining, hypothesizing,...

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Bibliographic Details
Published in:	The Reading teacher Vol. 79; no. 3
Main Author:	Hung, Yueh‐Nu
Format:	Journal Article
Language:	English
Published:	Newark Blackwell Publishing Ltd 01.11.2025
Subjects:	Academic language Bilingual education Bilingualism Classroom communication Classrooms Cognition cognitive discourse functions (CDFs) Discourse Discourse functions Elementary schools English English (Second Language) English as a foreign language (EFL) English as a second language English as a second language instruction English language Foreign language learning Foreign languages Interdisciplinary aspects interdisciplinary literacy Language Language acquisition Language usage Learning Literacy Literacy skills Public schools Reading Instruction Science science CLIL (content and language integrated learning) Science Instruction Scientific Concepts Scientific Literacy Second language reading Second language writing Second Languages Students Teachers Teaching Vignettes Writing
ISSN:	0034-0561, 1936-2714
Online Access:	Get full text
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