Sachfachliche Diskursfähigkeit durch fremdsprachliche affordances in bilingualen Schülerlaborprojekten

• Autores: Marie Vanderbeke, Eva Wilden
• Localización: Zeitschrift für Fremdsprachenforschung: ZFF, ISSN 0939-7299, Vol. 28, Nº. 1, 2017, págs. 3-27
• Idioma: alemán
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• Resumen

  • The ability to partake in academic discourses is an important competence for participating in scientific communities. CLIL can foster this skill through promoting (1) scientifically adequate vocabulary, (2) the understanding and use of Cognitive Discourse Functions (CDF) and (3) their embedding within subject-specific genres. As one particular type of CLIL bilingual outreach labs, i.e. extracurricular learning sites located at universities, especially focus on providing pupils with the opportunity to explore the scientific discourse in a foreign language. This qualitative study examines a bilingual outreach lab in the field of microbiology in which 51 secondary school pupils were videotaped during their visit in the lab. The data was analysed according to the pupils' use of scientifically adequate vocabulary and CDF. The study shows that pupils were able to compensate for their vocabulary gaps with the help of affordances, i.e. the possibility of an action presented by an object or environment. However, the use of CDF was scarce and especially in peer-interaction CDF-realization was often brief and simplistic, probably due to a lack of linguistic structuring and guidance in the examined outreach lab.