Cognitive discourse functions in CLIL classrooms: eliciting and analysing students’ oral categorizations in science and history

Evnitskaya, Natalia; Dalton‐Puffer, Christiane

doi:10.1080/13670050.2020.1804824

Cited by 21 publications

(23 citation statements)

References 10 publications

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“…In a quantitative study, Evnitskaya & Dalton-Puffer (2020) found that pupils were able to generate comparisons of both similarity and difference in Spanish (first language) and English (second language) while discussing zoology and botany. Although they used a considerably wider range of lexical resources in Spanish, particularly to express differences, the researchers found no statistical differences between Spanish and English in the conceptual complexity of the facts and ideas that pupils verbalized, despite their differing degrees of lexical richness.…”

Section: The Use Of First and Second Languages In Science Classroomsmentioning

confidence: 99%

Study guidance practices in science with Turkish speaking recently arrived pupils : A study focusing on scaffolding and meaning making

Axelsson

2023

Studies in Science and Technology Education

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Recently arrived pupils are part of the school population at schools in Sweden as well as in other European countries. In Sweden these pupils might receive study guidance support in their first language in various school subjects including science. My dissertation aims to provide insights into Swedish study guidance practices for recently arrived pupils, with a focus on science study guidance, by investigating interactions between recently arrived Turkish-speaking pupils (grades 3-9) and their tutors. My theoretical framework draws on an approach to interactions from sociocultural theory: in particular, the theoretical concepts of meaning-making and scaffolding. The data are based on observations of interactions between the pupils and their tutor from 14 study guidance sessions in seven Swedish cities. The multimodal analysis method is used to analyze video recordings of interactions. I found three different ways that tutors used scaffolding to assist their pupils' meaning-making of science content: translations, reformulations, and questions and answers. Science content was translated, reformulated, and investigated through questions and answers through interactions in Turkish and Swedish. The tutors used Turkish and Swedish as well as other multimodal resources in study guidance interactions as a way to increase the opportunities for pupils to make meaning around various phenomena and concepts in science. The pupils showed evidence of their meaning-making by, for example, associating the science content with their personal experiences in their homeland, by recalling previous knowledge, or by joining in scientific discussions using their first language. However, not every attempt at scaffolding using translations, reformulations, and questions and answers led to successful acquisition of the desired science content. In some cases, the pupils' opportunities to gain access to more advanced scientific discussions about scientific texts in Swedish were limited, because the discussion between pupil and tutor addressed a simplified scientific content. In some other cases, tutors made incorrect translations, reformulations and questions and answers in respect of the scientific This is the new beginning of my life! While a journey is ending, a new, exciting journey is starting. More than a four-year journey was full of happiness, adventure, and hard work. I would like to thank everyone who was standing by my side.Thanks to all the pupils, tutors, and science teachers who voluntarily participated in my research. Without you, this research could not have been possible. I hope with all my heart that my research will be beneficial to the school world.I want to thank my three supervisors, Fredrik Jeppsson, Tünde Puskas, and Ewa Bergh Nestlog, for guiding me throughout my research. I would also like to thank other professors who shared their ideas with me in my 30%, 60%, and 90% seminars:

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Section: The Use Of First and Second Languages In Science Classroomsmentioning

confidence: 99%

Study guidance practices in science with Turkish speaking recently arrived pupils : A study focusing on scaffolding and meaning making

Axelsson

2023

Studies in Science and Technology Education

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“…Whittaker et al (2011) reported on the slow emergence of textual coherence and nominal group structures in learners' history essays over a four-year period, and their lack of control in using evaluative language in a range of school subjects (Whittaker & McCabe, 2020). More recently, Evnitskaya and Dalton-Puffer (2023) and Nashaat Sobhy and Llinares (2023) have described the production in Spanish (L1) and English (L2) of the classification and comparison functions of CLIL learners in grades 6 and 8 in science and history. Although valuable in elucidating CLIL learners' academic language competence in different disciplines, these findings have emerged from the examination of learner corpora rather than from classroom interventions.…”

Section: Theoretical Framework Systemic Functional Linguistics and Ge...mentioning

confidence: 99%

Exploring Children's L2 Disciplinary Literacy Through a Multimodal Science Project in a CLIL Context

Coyle

Larios

2023

TESOL Quarterly

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This study explores the ways in which young second language learners in an intact fourth‐grade content and language integrated (CLIL) science class drew on the affordances of multiple semiotic resources including language, images, sound, movement, etc., to construct disciplinary knowledge in the context of a multimodal project on machines. After an instructional period in which attention to literacy was embedded in their science classes, the learners designed and illustrated their own complex machine, filmed a digital video and produced a written explanation. By integrating a systemic functional linguistics‐informed analysis of the linguistic features of the children's written texts with a semiotic analysis of the intermodal relationships in their projects, we offer insights into the interrelation of different modes (linguistic, visual and aural) in facilitating children's meaning‐making in the L2. The results revealed considerable within‐group variability in the learners' written texts and intermodal relations of concurrence and complementarity in their multimodal projects. The role of multimodal tasks in providing all children with effective tools for communicating knowledge is discussed.

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“…Defined in this way, reports may be thought of as having classifying and defining as their main CDFs (Dalton-Puffer, 2013). According to Evnitskaya and Dalton-Puffer (2020), classifications may vary around three basic parameters which include direction (whether the member to be classified is introduced before the class it belongs to or vice versa), basis (the criteria on which the similarities and differences between members constituting the classification are established), and completeness (whether all three previous elements, that is, member, class and basis of classification, are present or one of them is absent). Definitions, in turn, are usually realized by including class membership and specifying those features (qualities, circumstances, etc.)…”

Section: The Report Genrementioning

confidence: 99%

“…Comparatively, the impact of CLIL on learners' production of cognitive discourse functions has hardly been analyzed, as CLIL research has largely been limited to contrastive studies with non-CLIL programs on the quality of texts produced by students (e.g., Artieda et al, 2017;Lahuerta, 2020). Two recent studies, however, have attempted to shed light on the academic language competence of grade 6 primary and grade 8 secondary school learners by analyzing their oral production of classification and comparison functions in L2 English and L1 Spanish in science and history (Evnitskaya & Dalton-Puffer, 2020) and their written definitions in history (Nashaat-Soby & Llinares, 2020). Both studies, informed by an SFL theory of learning, further our understanding of how CLIL learners express subject knowledge through their lexico-grammatical choices.…”

Section: Introductionmentioning

confidence: 99%

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

2022

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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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Cognitive discourse functions in CLIL classrooms: eliciting and analysing students’ oral categorizations in science and history

Cited by 21 publications

References 10 publications

Study guidance practices in science with Turkish speaking recently arrived pupils : A study focusing on scaffolding and meaning making

Study guidance practices in science with Turkish speaking recently arrived pupils : A study focusing on scaffolding and meaning making

Exploring Children's L2 Disciplinary Literacy Through a Multimodal Science Project in a CLIL Context

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

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