Towards a Cognitive-Linguistic Turn in CLIL: Unfolding Integration

Margit Reitbauer; Ulla Fürstenberg; Petra Kletzenbauer; Karoline Marko

Autores/as

Margit Reitbauer Autor/a Universityof Graz
Ulla Fürstenberg Autor/a Universityof Graz http://orcid.org/0000-0002-5551-3204
Petra Kletzenbauer Autor/a FH Joanneum http://orcid.org/0000-0001-9999-8592
Karoline Marko Autor/a Universityof Graz http://orcid.org/0000-0001-9582-4069

Palabras clave:

AICLE, integración, conocimiento, teoría de la carga cognitiva, lingüística cognitiva

Resumen

Este artículo tiene como objetivo mostrar el proceso de integración en AICLE mediante la descripción del papel de los procesos cognitivos involucrados en la construcción del conocimiento. Aunque existe una extensa investigación de varios aspectos del AICLE, el proceso real de integración del contenido y del lenguaje se ha dejado en gran parte de lado. Por consiguiente, este artículo sostiene que se debe hacer un mayor énfasis en el papel del lenguaje en la construcción de conocimiento y que se debe hacer transparente para los practicantes de AICLE, particularmente en las versiones “duras” de AICLE. Sensibilizar a los profesores sobre la función epistémica del lenguaje y atraer su atención hacia la arquitectura cognitiva humana puede ayudarles a lograr un mayor nivel de comprensión del proceso de integración de contenido y lenguaje. Mediante el ejemplo de una tarea tomada de un curso de capacitación para maestros de AICLE, este artículo describe cómo un enfoque en la arquitectura cognitiva de los estudiantes puede mejorar la integración del contenido y el lenguaje en AICLE.

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Biografía del autor/a

Margit Reitbauer, Universityof Graz

Margit Reitbauer is a university professor at the Department of English Studies in Graz, Austria. Her research interests include reading research, computer-mediated communication, discourse analysis, and cognitive linguistics. In her habilitation treatise she dealt with the linguistic analysis of hypertexts using eye tracking as a means to analyze readers’ reading paths through axial and networked hypertextual structures.

Ulla Fürstenberg, Universityof Graz

Ulla Fürstenberg is a lecturer at the Department of English Studies in Graz, Austria. Her research interests include teacher language awareness, English for Specific Purposes (ESP), CLIL. She is also a member of the ÖNB project “Self-concept and professional well-being of CLIL teachers in primary, secondary and tertiary contexts.”

Petra Kletzenbauer, FH Joanneum

Petra Kletzenbauer is a university lecturer at the FH Joanneum. Her research interests include CLIL and English for Specific Purposes (ESP). She is involved in teacher training for CLIL in the tertiary sector and also a member of the ÖNB project “Self-concept and professional well-being of CLIL teachers in primary, secondary and tertiary contexts.”

Karoline Marko, Universityof Graz

Karoline Marko is a postdoctoral university assistant at the Department of English Studies in Graz, Austria. Her research interests include discourse analysis, cognitive linguistics, and forensic linguistics. She is currently teaching classes in applied linguistics in the teaching degree program and involved in the ÖNB research project “Self-concept and professional well-being of CLIL teachers in primary, secondary and tertiary contexts. “

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