Cafe CLIL - Cognitive Discourse Functions

Cafe CLIL - Cognitive Discourse Functions




Links Mentioned:
The study mentioned is titled ‘OVERVIEW OF CURRICULAR DEMANDS OF DISCIPLINARY LITERACIES An Exploratory Survey’, A Report by CLILNetLE July 2024
https://www.clilnetle.eu/ressourcesoutputs/overview-of-curricular-demands-of-disciplinary-literacies-an-exploratory-survey
 
Tom Morton on CDFs
https://revistes.uab.cat/clil/article/view/v3-n1-morton


Quick recap (AI Generated)
The meeting focused on discussing Cognitive Discourse Functions (CDFs) in language teaching, particularly in the context of CLIL. Phil and Keith explored the seven CDFs - categorize, describe, define, evaluate, explain, explore, and report - using examples from classroom practice and curriculum documents. They examined how teachers can help students move from simpler to more complex discourse functions, using examples from a variety of curriculum subject areas. The discussion highlighted the importance of linking assessment criteria to the verbs used in exam questions and the need to integrate language and content teaching. They were joined by Christiane Dalton-Puffer who explained some of her work behind the CDFs.
Cognitive Discourse Functions in Education
Keith and Phil discussed the cognitive discourse functions (CDFs) and introduced a study by Christiane Dalton-Puffer, a professor at the University of Vienna. They outlined the seven CDFs: categorize, describe, define, explore, explain, evaluate, and report. Phil suggested a mnemonic device to help remember the functions, using bookmarks to represent the initial letters. The study found that teachers have high expectations for learners but may not focus on the full range of CDFs in curriculum guidelines.
CLIL and Cognitive Discourse Functions
Phil discussed the connection between CLIL and CDFs, highlighting Christiane Dalton-Puffer's role in organizing CDFs into a seven-set block or construct. He shared an example from Tom Morton's article about the Madrid bilingual project, which experimented with CDFs in upper primary, emphasizing that CDFs are less intimidating than they appear and are valuable for organizing learning intentions and their verbal representations.
CDFs in Primary School Writing
Phil discussed an experimental project involving primary school students using CDFs in their writing. He analyzed a student's text about ecosystems, identifying various discourse functions such as definition, narration, hypothesis, classification, and explanation. Phil emphasized that while there is always overlap between functions, being able to identify and understand them is crucial for language learners and teachers.
Enhancing Language in Education
Phil and Keith discussed the importance of integrating content and language in education, particularly in CLIL and the role of discourse functions in enhancing learning. They explored examples of how young learners can be encouraged to use more complex language structures through real-life contexts and activities, such as mixing colors or exploring magnets. They also highlighted the need for curriculum guidelines to support teachers in incorporating these language functions effectively. The conversation touched on the significance of aligning assessment criteria with the verbs used in exam questions. They agreed to continue their discussion in future sessions, with plans to share relevant references and examples.