An analysis of the use of cognitive discourse functions in English-medium history teaching at university

In this paper we focus on teachers' use of discourse functions as transmitters and builders of content knowledge in the context of English-medium instruction (EMI) at the university level. Couched within the construct of Cognitive Discourse Function (CDF) (Dalton-Puffer, 2016), we analyze 6 two...

Full description

Saved in:
Bibliographic Details
Published in:English for specific purposes (New York, N.Y.) Vol. 62; pp. 58 - 69
Main Authors: Doiz, Aintzane, Lasagabaster, David
Format: Journal Article
Language:English
Published: Elsevier Ltd 01.04.2021
Subjects:
Cognitive discourse function
Competences
Discourse patterns
English-medium instruction
Knowledge
University
English-medium instruction
Cognitive discourse function
University
Knowledge
Competences
Discourse patterns
ISSN:0889-4906, 1873-1937
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:In this paper we focus on teachers' use of discourse functions as transmitters and builders of content knowledge in the context of English-medium instruction (EMI) at the university level. Couched within the construct of Cognitive Discourse Function (CDF) (Dalton-Puffer, 2016), we analyze 6 two-hour lessons delivered by three lecturers in history. In line with the competences set out by the Spanish Ministry and the Department of History at the University of the Basque Country (Spain) for the history degree, this analysis allows us to examine how cognitive functions are operationalized in real classroom language. The study aims to analyze whether CDFs are instrumental in the acquisition of competences in history. Our findings reveal that teachers frequently use complex CDFs by combining different types of discourse functions to achieve their communicative goals and pave the way for students’ acquisition of history competences. We conclude by putting forward some refinements and specifications of CDFs in terms of what is required by history as a discipline. •Discourse functions are analyzed as transmitters and builders of content knowledge.•Cognitive discourse functions model specialized discursive patterns for students.•A detailed description of CDFs in EMI history lecturing is provided.•The types of CDFs used in support of history degree competences are analyzed.•It is important to enhance procedural knowledge of CDFs for history pedagogy.
ISSN:0889-4906
1873-1937
DOI:10.1016/j.esp.2020.12.002