Bringing Literacy into Bilingual Science: Using Cognitive Discourse Functions to Support Reading and Writing in English as a Foreign Language Classrooms
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| Title: | Bringing Literacy into Bilingual Science: Using Cognitive Discourse Functions to Support Reading and Writing in English as a Foreign Language Classrooms |
|---|---|
| Language: | English |
| Authors: | Yueh-Nu Hung (ORCID |
| Source: | Reading Teacher. 2025 79(3). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Education |
| Descriptors: | English (Second Language), Bilingual Education, Science Instruction, Elementary School Science, Cognitive Processes, Content and Language Integrated Learning, Foreign Countries, Science Teachers, Elementary School Students, Content Area Reading, Content Area Writing |
| Geographic Terms: | Taiwan |
| DOI: | 10.1002/trtr.70023 |
| ISSN: | 0034-0561 1936-2714 |
| Abstract: | In bilingual elementary classrooms where English is taught as a foreign language, science lessons often prioritize spoken interaction, while reading and writing receive less emphasis. This article explores how Cognitive Discourse Functions (CDFs)--such as defining, explaining, hypothesizing, and evaluating--can support disciplinary and interdisciplinary literacy development by integrating English language use into content learning. Drawing on three classroom vignettes from public schools in Taiwan, the article illustrates how science teachers designed lessons that help students read scientific texts, write lab reports, and engage in structured discussions--all in English. Practical guidelines are provided to help K-6 educators incorporate reading and writing into bilingual science instruction, with an emphasis on multimodal scaffolding and English academic language development. The paper highlights how CDFs can serve as a bridge between content and language learning, helping students deepen their understanding of scientific concepts while also building the literacy skills needed to think and communicate like scientists in English. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1487068 |
| Database: | ERIC |
| Abstract: | In bilingual elementary classrooms where English is taught as a foreign language, science lessons often prioritize spoken interaction, while reading and writing receive less emphasis. This article explores how Cognitive Discourse Functions (CDFs)--such as defining, explaining, hypothesizing, and evaluating--can support disciplinary and interdisciplinary literacy development by integrating English language use into content learning. Drawing on three classroom vignettes from public schools in Taiwan, the article illustrates how science teachers designed lessons that help students read scientific texts, write lab reports, and engage in structured discussions--all in English. Practical guidelines are provided to help K-6 educators incorporate reading and writing into bilingual science instruction, with an emphasis on multimodal scaffolding and English academic language development. The paper highlights how CDFs can serve as a bridge between content and language learning, helping students deepen their understanding of scientific concepts while also building the literacy skills needed to think and communicate like scientists in English. |
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| ISSN: | 0034-0561 1936-2714 |
| DOI: | 10.1002/trtr.70023 |
