Abstract
Amb l'auge dels programes d'educacio bilingue que utilitzen l'enfocament AICLE (aprenentatge integrat de continguts i llengua estrangera), cada vegada mes es necessiten marcs conceptuals i practiques per a ajudar als professors en la integracio dels continguts, les formes de comunicacio especifiques per a comunicar els continguts (‘literacy’ en angles) i el llenguatge. Aquest article proposa que el constructe ‘Cognitive Discourse Function’ (funcio del discurs cognitiu) o CDF en les seves sigles en angles (Dalton-*Puffer, 2013) te una potencial clara per a ajudar a aconseguir una integracio mes profunda dels continguts, ‘literacy’ i llenguatge del que s'aconsegueix en les practiques actuals. Les funciones del discurs cognitius (CDFs) es refereixen a com els processos cognitius de l'aprenentatge de continguts academics (p. ex. descriure, definir, explicar o avaluar) es realitzen a traves de patrons linguistics recurrents a l'aula. En l'articles'argumenta que aquests patrons linguistics creen un ‘pont’ que enllaca els continguts, ‘literacy’ i llenguatge per a aixi evitar la separacio artificial dels continguts i llenguatge que encara caracteritza moltes de les practiques habituals en aules bilingues. L'article informa sobre un treball de recerca dut a terme en un programa bilingue a Espanya, en el qual es va investigar la produccio d'una funcio (definicions) d'alumnes de 6e d'educacio primaria. Basat en els resultats d'aquest treball, i el marc conceptual presentat en l'article, s'ofereixen unes pautes per a guiar la practica de l'educacio bilingue amb un enfocament AICLE en les arees de desenvolupament curricular, disseny de materials, ensenyament a l'aula, i avaluacio.
Highlights
Bilingual education programmes in which academic content is taught through a second or foreign language, and foreign language education programmes which teach language through content, are rapidly growing all over the world
In this article I hope to have persuaded you that we can only do justice to the ‘I’ of ‘Integration’ in Content and Language Integrated Learning (CLIL) if we consider the complex relationships between content, cognition, literacy and language
I hope to have convinced you that cognitive discourse functions (CDFs) can be a very useful tool in bringing together these key aspects of CLIL for planning, teaching and assessment
Summary
Bilingual education programmes in which academic content is taught through a second or foreign language, and foreign language education programmes which teach language through content, are rapidly growing all over the world. CDFs form a link between cognition and language or thinking and speaking/writing As such, they are a bridge between content learning objectives, the specific types of communication (literacies) associated with academic subjects, and the language used to express knowledge and thinking. Tidying up the key uses of academic language in this way has the advantage that CLIL curriculum developers, materials designers, teachers and students can have access to a shared terminology This will help to remove ambiguity surrounding learning intentions and make any languagebased interventions much more focused on the contentlearning and literacy needs. They provide a framework for assessing learners’ academic language competence, and this can be used both by teachers and researchers. ”
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