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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Bibliographic Details
Published in:Studies in second language learning and teaching Vol. 12; no. 4; pp. 597 - 622
Main Authors: Roca de Larios, Julio, Coyle, Yvette, García, Vanessa
Format: Journal Article
Language:English
Published: 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
Subjects:
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 Access:Get full text
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Summary: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.
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ISSN:2083-5205
2084-1965
DOI:10.14746/ssllt.2022.12.4.4