Qualitative insights and a first evaluation tool for teaching with cognitive discourse function: “comparing” in the CLIL science classroom

In CLIL research, Dalton-Puffer’s recent construct of the Cognitive Discourse Function (CDF) (2013) - a taxonomy of seven cognitively and linguistically defined academic operations (such as “explain” or “define”) - is now gaining increased attention as a useful tool to make the question of integrati...

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Vydáno v:Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras číslo 40; s. 161 - 179
Hlavní autor: Gerns, Pilar
Médium: Journal Article
Jazyk:angličtina
Vydáno: 01.06.2023
Témata:
AICLE
assessment
CLIL
Cognitive Discourse Function
comparar
comparing
estudio cualitativo
evaluación
funciones cognitivas del discurso (FCD)
qualitative study
ISSN:1697-7467, 2695-8244
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Shrnutí:In CLIL research, Dalton-Puffer’s recent construct of the Cognitive Discourse Function (CDF) (2013) - a taxonomy of seven cognitively and linguistically defined academic operations (such as “explain” or “define”) - is now gaining increased attention as a useful tool to make the question of integration of language and content more tangible and operational. However, little is known about these functions’ specific nature, their teachability, their possible impact on students’ L2 content learning and their assessment. This paper aims to address these questions by focusing on one CDF in the CLIL science context, the CDF of “comparing”, a subtype of “classifying”. The objective of this article is twofold. First, it provides a developed account of the CDF of “comparing” based on previous research, illustrated by qualitative insights from a study in which secondary students learned science through an explicitly CDF-based teaching approach, using representative pre- and post-test examples. Second, building on this enhanced understanding of the CDF, it presents an evaluation tool for assessing students’ CDF-based content performance. The discussion compares this analysis with previous research and outlines the advantages of an explicit CDF-teaching approach to help students significantly display their subject contents in a more complete, precise, and explicit way.
ISSN:1697-7467
2695-8244
DOI:10.30827/portalin.vi40.26619