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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Vydáno v:	Studies in second language learning and teaching Ročník 12; číslo 4; s. 597 - 622
Hlavní autoři:	Roca de Larios, Julio, Coyle, Yvette, García, Vanessa
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	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
Témata:	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
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Shrnutí:	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. Working in cooperation with the researchers, a year 4 primary school teacher implemented a teaching sequence on levers with 48 9-10-year-olds over three weeks. The sequence, which was intended to raise the children’s awareness of the demands involved in understanding (content goals) and expressing as written reports (rhetorical goals) how levers work, scaffolded their activity from item-based writing to the production of full texts. On completing the unit, each child independently wrote a report on levers, all of which were analyzed from the perspective of cognitive discourse functions and ideational meaning. The results of these analyses are discussed in terms of their significance for CLIL writing with young learners.
Bibliografie:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14
ISSN:	2083-5205 2084-1965
DOI:	10.14746/ssllt.2022.12.4.4