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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Autor: Gerns, P. (Pilar)|||/items/167b6d4e-fd1e-4258-b6ef-a490143a5b38
Tipo de recurso: artículo
Fecha de publicación:2023
País:España
Institución:Universidad de Navarra
Repositorio:Dadun. Depósito Académico Digital de la Universidad de Navarra
Idioma:inglés
OAI Identifier:oai:dadun.unav.edu:10171/67073
Acceso en línea:https://hdl.handle.net/10171/67073
Access Level:acceso abierto
Palabra clave:CLIL
Cognitive discourse function (CDF)
"Comparing”
Qualitative study
Asessment
AICLE
Funciones cognitivas del discurso (FCD)
Comparar
Estudio cualitativo
Evaluación
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spelling Qualitative insights and a first evaluation tool for teaching with cognitive discourse function: “comparing” in the CLIL science classroomAnálisis cualitativo y propuesta de evaluación para una enseñanza con funciones cognitivas del discurso: “comparar” en el aula AICLE de cienciasGerns, P. (Pilar)|||/items/167b6d4e-fd1e-4258-b6ef-a490143a5b38CLILCognitive discourse function (CDF)"Comparing”Qualitative studyAsessmentAICLEFunciones cognitivas del discurso (FCD)CompararEstudio cualitativoEvaluaciónIn 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.Editorial Universidad de GranadaDadun. Depósito Académico Digital Universidad de Navarra20232023-08-1020232023-01-0120232023-01-01journal articlehttp://purl.org/coar/resource_type/c_6501info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/10171/67073reponame:Dadun. Depósito Académico Digital de la Universidad de Navarrainstname:Universidad de NavarraInglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessoai:dadun.unav.edu:10171/670732026-06-21T12:47:57Z
dc.title.none.fl_str_mv Qualitative insights and a first evaluation tool for teaching with cognitive discourse function: “comparing” in the CLIL science classroom
Análisis cualitativo y propuesta de evaluación para una enseñanza con funciones cognitivas del discurso: “comparar” en el aula AICLE de ciencias
title Qualitative insights and a first evaluation tool for teaching with cognitive discourse function: “comparing” in the CLIL science classroom
spellingShingle Qualitative insights and a first evaluation tool for teaching with cognitive discourse function: “comparing” in the CLIL science classroom
Gerns, P. (Pilar)|||/items/167b6d4e-fd1e-4258-b6ef-a490143a5b38
CLIL
Cognitive discourse function (CDF)
"Comparing”
Qualitative study
Asessment
AICLE
Funciones cognitivas del discurso (FCD)
Comparar
Estudio cualitativo
Evaluación
title_short Qualitative insights and a first evaluation tool for teaching with cognitive discourse function: “comparing” in the CLIL science classroom
title_full Qualitative insights and a first evaluation tool for teaching with cognitive discourse function: “comparing” in the CLIL science classroom
title_fullStr Qualitative insights and a first evaluation tool for teaching with cognitive discourse function: “comparing” in the CLIL science classroom
title_full_unstemmed Qualitative insights and a first evaluation tool for teaching with cognitive discourse function: “comparing” in the CLIL science classroom
title_sort Qualitative insights and a first evaluation tool for teaching with cognitive discourse function: “comparing” in the CLIL science classroom
dc.creator.none.fl_str_mv Gerns, P. (Pilar)|||/items/167b6d4e-fd1e-4258-b6ef-a490143a5b38
author Gerns, P. (Pilar)|||/items/167b6d4e-fd1e-4258-b6ef-a490143a5b38
author_facet Gerns, P. (Pilar)|||/items/167b6d4e-fd1e-4258-b6ef-a490143a5b38
author_role author
dc.contributor.none.fl_str_mv Dadun. Depósito Académico Digital Universidad de Navarra
dc.subject.none.fl_str_mv CLIL
Cognitive discourse function (CDF)
"Comparing”
Qualitative study
Asessment
AICLE
Funciones cognitivas del discurso (FCD)
Comparar
Estudio cualitativo
Evaluación
topic CLIL
Cognitive discourse function (CDF)
"Comparing”
Qualitative study
Asessment
AICLE
Funciones cognitivas del discurso (FCD)
Comparar
Estudio cualitativo
Evaluación
description 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.
publishDate 2023
dc.date.none.fl_str_mv 2023
2023-08-10
2023
2023-01-01
2023
2023-01-01
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/10171/67073
url https://hdl.handle.net/10171/67073
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editorial Universidad de Granada
publisher.none.fl_str_mv Editorial Universidad de Granada
dc.source.none.fl_str_mv reponame:Dadun. Depósito Académico Digital de la Universidad de Navarra
instname:Universidad de Navarra
instname_str Universidad de Navarra
reponame_str Dadun. Depósito Académico Digital de la Universidad de Navarra
collection Dadun. Depósito Académico Digital de la Universidad de Navarra
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,301603

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