The effects of using cognitive discourse functions to instruct 4th-year children on report writing in a CLIL science class

The present study analyzed how a group of young Spanish-speaking English as foreign language (EFL) learners in content and integrated learning (CLIL) science class responded to an instructional unit integrating attention functional inquiry-oriented approach science. Working cooperation with the researchers, year 4 primary school teacher implemented teaching sequence on levers 48 9-10-year-olds over three weeks. sequence, which was intended raise children’s awareness demands involved understanding (content goals) expressing written reports (rhetorical work, scaffolded their activity from item-based writing production full texts. On completing unit, each child independently wrote report levers, all were perspective cognitive discourse functions ideational meaning. results these analyses are discussed terms significance for CLIL learners.