CLIL students’ production of cognitive discourse functions: comparing Finnish and Spanish contexts
This article presents findings from an empirical study in which we inves-tigated Content and Language Integrated Learning (CLIL) students’ linguistic resources in the L2 (English) to convey different Cognitive Discourse Functions (Dalton-Puffer 2013; 2016)—Describe, Compare (Categorize), Report, Eva...
| Autores: | , |
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| Formato: | artículo |
| Fecha de publicación: | 2023 |
| País: | España |
| Recursos: | Universidad Autónoma de Madrid |
| Repositorio: | Biblos-e Archivo. Repositorio Institucional de la UAM |
| Idioma: | inglés |
| OAI Identifier: | oai:repositorio.uam.es:10486/726962 |
| Acesso em linha: | https://hdl.handle.net/10486/726962 https://dx.doi.org/10.1080/09500782.2023.2211049 |
| Access Level: | acceso abierto |
| Palavra-chave: | CLIL SFL CDF Filología |
| Resumo: | This article presents findings from an empirical study in which we inves-tigated Content and Language Integrated Learning (CLIL) students’ linguistic resources in the L2 (English) to convey different Cognitive Discourse Functions (Dalton-Puffer 2013; 2016)—Describe, Compare (Categorize), Report, Evaluate and Explore—in two different contexts. The participants were primary school students (grade 6) participating in CLIL programs in Finland and Spain. To allow comparison, two sets of data were obtained by asking the students to write in response to a similar prompt in the area of social science (History in the Spanish con-text and Geography in the Finnish context). We compared the frequency of the Cognitive Discourse Functions (CDFs) produced, and the fluency and complexity of students’ realizations of CDFs, using tools of Systemic Functional Linguistics. The results reveal similarities across contexts in the frequency and extension of some of the CDFs produced, and dif-ferences in terms of CDF complexity, measured in students’ use of clause complexes, Appraisal resources and complex nominal groups to express different CDFs |
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