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SUMMARY:Cognitive Discourse Functions as joint concern in language and con
 tent pedagogy - Professor Christiane Dalton-Puffer\, University of Vienna
DTSTART:20170119T170000Z
DTEND:20170119T183000Z
UID:TALK69626@talks.cam.ac.uk
CONTACT:Lucian Stephenson
DESCRIPTION:In the debates currently unfolding around the topic of multili
 ngualism and education  it is a persistent challenge to find conceptualisa
 tions which can bridge the discourses of different groups of stakeholders 
 and/or which might even underpin actual instructional decisions in the cla
 ssroom. \n\nThe challenge of conceptualising an integrated pedagogy is all
  the greater since content subject pedagogies and language pedagogy form t
 heir own largely independent universes of discourse\, both in the daily li
 fe of educational institutions and in the world of academic research.  Lan
 guage-aware content pedagogy as well as content-aware language pedagogy is
  thus called upon to identify contact-points and overlaps with regard to c
 urricular goals\, pedagogical design or instructional strategies. Such joi
 nt conceptualisations can then serve as research heuristics as well as ped
 agogical models.\n\nIn this contribution I suggest that a possible avenue 
 for this pursuit is to look at the subject competences formulated in curri
 cula of school subjects like science or history and to view them in terms 
 of the verbalizations these competences require for their performance in c
 lassroom interaction\, test situations\, or work on assignments. Such an a
 pproach is akin to functional approaches in linguistics which understand l
 anguage use as emerging from speaker/writer responses to demands for verba
 l action in concrete interactive situations (e.g. Ehlich & Rehbein 1986\, 
 Gumperz 1982\, Halliday & Matthiesen 1999).  Based on this functional-prag
 matic theoretical foundation I have suggested a construct of Cognitive Dis
 course Functions (CDFs\; Dalton-Puffer 2013) designed to serve as a resear
 ch heuristic as well as a development tool. My presentation will introduce
  the CDF construct with its seven core functions CLASSIFY\, DEFINE\, DESCR
 IBE\, EVALUATE\, EXPLAIN\, EXPLORE\, REPORT. Examples from a first round o
 f empirical research applying the construct to CLIL classroom interaction 
 will illustrate its potential as an analytical tool. \n\n*Bio*\n\n*Christi
 ane Dalton-Puffer* is professor of English Linguistics at the University o
 f Vienna\, where she is also involved in the programme of teacher educatio
 n. She did research on Medieval English in the past\, but today both her t
 eaching and research interests are in educational linguistics and language
  teacher education. She is the author of Discourse in CLIL classrooms (Ben
 jamins\, 2007) and numerous articles in international journals.  She enjoy
 s crossing disciplinary borders and collaborating with colleagues from oth
 er fields of education. One of her missions is to convince subject educato
 rs of the relevance of language in learning.\n
LOCATION: Faculty of Education\, 184 Hills Road\, Cambridge\, CB2 8PQ\, Ro
 om 1S3
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