Towards a Cognitive-Linguistic Turn in CLIL: Unfolding Integration

Autor/inn/en	Reitbauer, Margit; Fürstenberg, Ulla; Kletzenbauer, Petra; Marko, Karoline
Titel	Towards a Cognitive-Linguistic Turn in CLIL: Unfolding Integration
Quelle	In: Latin American Journal of Content and Language Integrated Learning, 11 (2018) 1, S.87-107 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Reitbauer, Margit) ORCID (Fürstenberg, Ulla) ORCID (Kletzenbauer, Petra) ORCID (Marko, Karoline)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2011-6721
Schlagwörter	Psycholinguistics; Teaching Methods; Second Language Learning; Second Language Instruction; Interdisciplinary Approach; Course Content; Language Role; Language of Instruction; Language Processing; Metalinguistics; Cognitive Ability; Teacher Student Relationship; College Students; College Faculty; Teaching Styles; Foreign Countries; Teacher Education; Transfer of Training; Austria + Suchen Sie Ihr Suchwort? Psycholinguistik; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Kursprogramm; Teaching language; Unterrichtssprache; Sprachverarbeitung; Metalanguage; Metasprache; Denkfähigkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Collegestudent; Fakultät; Lehrstil; Unterrichtsstil; Ausland; Lehrerausbildung; Lehrerbildung; Training; Transfer; Ausbildung; Österreich
Abstract	The aim of this paper is to unfold the process of integration in CLIL by describing the role of the cognitive processes involved in the construction of knowledge. While there has been extensive research of various aspects of CLIL, the actual process of integration of content and language has largely been neglected. Therefore, this paper argues that the role of language in building knowledge has to be stressed further and made transparent to CLIL practitioners, particularly in "hard" versions of CLIL. Raising teachers' awareness of the epistemic function of language and drawing their attention to the human cognitive architecture can help them achieve a higher level of understanding of the process of integration of content and language. Using the example of a task taken from a training course for CLIL teachers, this paper describes how a focus on the cognitive architecture of learners can improve the integration of content and language in CLIL. (As Provided).
Anmerkungen	Universidad de La Sabana. Campus del Puente del Común, Km. 7, Autopista Norte de Bogotá. Chía, Cundinamarca, Colombia. Tel: +57-1-861-5555 Ext 41011; e-mail: laclil@unisabana.edu.co; Web site: http://laclil.unisabana.edu.co/index.php/LACLIL/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01