The effects of using cognitive discourse functions to instruct 4th-year children on report writing in a CLIL science class

The present study analyzed how a group of young Spanish-speaking English as a foreign language (EFL) learners in a content and language integrated learning (CLIL) science class responded to an instructional unit integrating attention to functional language and an inquiry-oriented approach to science...

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Veröffentlicht in:	Studies in second language learning and teaching Jg. 12; H. 4; S. 597 - 622
Hauptverfasser:	Roca de Larios, Julio, Coyle, Yvette, García, Vanessa
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Kalisz Wojskowe Biuro Historyczne im. gen. broni Kazimierza Sosnkowskiego 01.12.2022 Military Historical Bureau of Lieutenant-General Kazimierz Sosnkowski Adam Mickiewicz University Adam Mickiewicz University Faculty of Pedagogy and Fine Arts Adam Mickiewicz University Department of English Studies Adam Mickiewicz University in Poznań
Schlagworte:	Analysis Children clil Cognition cognitive discourse functions Cognitive Processes Content and Language Integrated Learning Cooperation Core curriculum Discourse Discourse functions Elementary education Elementary School Students Elementary School Teachers Elementary schools English English (Second Language) English as a second language English as a second language instruction English language Foreign Countries Foreign language learning Foreign languages Foreign languages learning Genre Grade 4 Integrated Activities International cooperation Knowledge Language Language acquisition Language and Literature Studies Language Patterns Learning Activities Learning outcomes Public Schools Report writing school genres Science education Science Instruction Scientific Concepts Second Language Learning Second language writing Semiotics Spanish language Spanish Speaking Students Teachers Teaching Teaching Methods Technical Writing writing United Kingdom Spain CLIL school genres cognitive discourse functions children writing
ISSN:	2083-5205, 2084-1965
Online-Zugang:	Volltext
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