An analysis of the use of cognitive discourse functions in English-medium history teaching at university. (April 2021)

• Record Type: Journal Article
• Authors: Doiz, Aintzane; Lasagabaster, David
• Is Part Of: English for specific purposes. Volume 62(2021)
• Page Start: 58
• Page End: 69
• Publication Date: 2021-04
• Subjects: Discourse patterns -- Competences -- Knowledge -- Cognitive discourse function -- English-medium instruction -- University; English language -- Study and teaching -- Foreign speakers -- Periodicals; English language -- Business English -- Study and teaching -- Periodicals; English language -- Technical English -- Study and teaching -- Periodicals; Anglais (Langue) -- Étude et enseignement -- Allophones -- Périodiques; Enseignement professionnel -- Périodiques; Anglais (Langue) -- Anglais commercial -- Étude et enseignement -- Périodiques; Anglais (Langue) -- Anglais technique -- Étude et enseignement -- Périodiques; English language -- Business English -- Study and teaching; English language -- Study and teaching -- Foreign speakers; English language -- Technical English -- Study and teaching; Periodicals; 428.007
• DOI: 10.1016/j.esp.2020.12.002
• Languages: English
• ISSNs: 0889-4906

Abstract

Abstract: In this paper we focus on teachers' use of discourse functions as transmitters and builders of content knowledge in the context of English-medium instruction (EMI) at the university level. Couched within the construct of Cognitive Discourse Function (CDF) (Dalton-Puffer, 2016), we analyze 6 two-hour lessons delivered by three lecturers in history. In line with the competences set out by the Spanish Ministry and the Department of History at the University of the Basque Country (Spain) for the history degree, this analysis allows us to examine how cognitive functions are operationalized in real classroom language. The study aims to analyze whether CDFs are instrumental in the acquisition of competences in history. Our findings reveal that teachers frequently use complex CDFs by combining different types of discourse functions to achieve their communicative goals and pave the way for students' acquisition of history competences. We conclude by putting forward some refinements and specifications of CDFs in terms of what is required by history as a discipline. Highlights: Discourse functions are analyzed as transmitters and builders of content knowledge. Cognitive discourse functions model specialized discursive patterns for students. A detailed description of CDFs in EMI history lecturing is provided. The types of CDFs used in support of history degree competences are analyzed. It is important to enhance procedural knowledge of CDFs for history pedagogy.