Derrigorrezko Bigarren Hezkuntzako (DBH) ikasleen argudiaketa zientifikoa: euskaraz, gaztelaniaz eta ingelesez idazten

Egileak

DOI:

https://doi.org/10.59866/eia.v1i70.297

Gako-hitzak:

funtzio kognitibo-diskurtsiboak, argudiaketa, idazketa eleaniztuna, alfabetatze zientifikoa

Laburpena

Ikerketa honen helburua da, Derrigorrezko Bigarren Hezkuntzako (DBH) ikasleek zientziaren eremuan euskaraz, gaztelaniaz eta ingelesez ekoizten dituzten argudioak maila diskurtsibo eta lexiko-gramatikalean aztertzea. Horretarako, DBH 3ko 34 ikaslek idatzitako testuetan argudiaketa elementuak aztertu dira, Toulminen eredua erabiliz, eta horiek ekoizteko erabilitako baliabide lexiko-gramatikalak diskurtso-analisiaren bidez identifikatu. Emaitzek antzekotasunak erakutsi dituzte hiru hizkuntzen artean, bai argudiaketa-elementuen ekoizpenean, baita baliabide lexiko-gramatikalen erabileran ere.

Deskargak

Oraindik ez dago deskargen inguruko informaziorik.

Erreferentziak

Afflerbach, Peter, Y. Cho, Byeong eta Kim, Jong-Yun (2015). «Conceptualizing and Assessing Higher-Order Thinking in Reading», Theory Into Practice 54 (3) (2015): 203-212. https://doi.org/10.1080/00405841.2015.1044367

Alba Quiñones, Virginia de, Vázquez, Graciela eta Lorenzo, Francisco (2018). «El desarrollo del español académico en los programas para estudiantes universitarios internacionales: las funciones discursivas superiores», Journal of Spanish Language Teaching 5 (2) (2018): 115-124. https://doi.org/10.1080/23247797.2018.1538323

Aldekoa, Ana, Manterola, Ibon eta Idiazabal, Itziar (2020). «A trilingual teaching sequence for oral presentation skills in Basque, Spanish and English», The Language Learning Journal 48 (3) (2020): 259-271. https://doi.org/10.1080/09571736.2020.1741666

Arias-Hermoso, Roberto eta Imaz Agirre, Ainara (2024). «Exploring multilingual writers in secondary education: insights from a trilingual corpus», European Journal of Applied Linguistics 12 (2) (2024): 282-307. https://doi.org/10.1515/eujal-2023-0022

Arias-Hermoso, Imaz Agirre, Ainara eta Garro Larrañaga , Eneritz (2024). «A comparison between input modalities and languages in source-based multilingual argumentative writing», Assessing Writing 60 (2024): 100813. https://doi.org/10.1016/j.asw.2024.100813 DOI: https://doi.org/10.1016/j.asw.2024.100813

Beacco, Jean-Claude, Fleming, Mike, Gouiller, Francis, Thürmann, Eike eta Vollmer, Helmut (2016). The Language Dimension in all Subjects. A Handbook for Curriculum Development and Teacher Training. Estrasburgo: Europako Kontseilua.

Bruin, Angela de, Carreiras, Manuel eta Duñabeitia, Jon Andoni (2017). «The BEST Dataset of Language Proficiency», Frontiers in Psychology 8 (2017): 1-7. https://doi.org/10.3389/fpsyg.2017.00522 DOI: https://doi.org/10.3389/fpsyg.2017.00522

Cenoz, Jasone (2013). «The influence of bilingualism on third language acquisition: Focus on multilingualism», Language Teaching 46 (1) (2013): 71-86. https://doi.org/10.1017/S0261444811000218

Cenoz, Jasone (2023). «Plurilingual education in the Basque Autonomous Community», in Profiling plurilingual education: A pilot study of four Spanish autonomous communities, Josep M. Cots (ed.). Lleida: Edicions de la Universitat de Lleida: 33-53.

Cenoz, Jasone eta Gorter, Durk (2011). «Focus on Multilingualism: A Study of Trilingual Writing», The Modern Language Journal 95 (3) (2011): 356-369. https://doi.org/10.1111/j.1540-4781.2011.01206.x

Cenoz, Jasone (2022). Pedagogical Translanguaging. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781009029384 DOI: https://doi.org/10.1017/9781009029384

Cheong, Choo-Mui, Zhu, Xinhua eta Xu, Wandong (2021). «Source-Based Argumentation as a Form of Sustainable Academic Skill: An Exploratory study comparing Secondary School Students' L1 and L2 Writing», Sustainability 132 (2021): 2869. https://doi.org/10.3390/su132212869 DOI: https://doi.org/10.3390/su132212869

Cummins, Jim (1980). «The exit and entry fallacy in bilingual education», NABE Journal 4 (3) (1980): 25-60. https://doi.org/10.1080/08855072.1980.10668382

Cummins, Jim (1984). Bilingual Education and Special Education: Issues in Assessment and Pedagogy. Clevedon: Multilingual Matters.

Cummins, Jim (2021). Rethinking the Education of Multilingual Learners: A Critical Analysis of Theoretical Concepts. Clevedon: Multilingual Matters. https://doi.org/10.2307/jj.22730517.13 DOI: https://doi.org/10.21832/9781800413597

Dalton-Puffer, Christiane (2013). «A construct of cognitive discourse functions for conceptualising content-language integration in CLIL and multilingual education», European Journal of Applied Linguistics 1 (2) (2013): 216-253. https://doi.org/10.1515/eujal-2013-0011

Dalton-Puffer, Christiane (2016). «Cognitive discourse functions: Specifying an integrative interdisciplinary construct», In Conceptualising integration in CLIL and multilingual education, Tarja Nikula, Emma Dafouz, Pat Moore eta Ute Smit (ed.). Bristol: Multilingual Matters, 29-54. https://doi.org/10.2307/jj.26931967.7 DOI: https://doi.org/10.2307/jj.26931967.7

Dalton-Puffer, Christiane, Bauer-Marschallhalinger, Silvia, Brückl-Mackey, Katharina, Hofmann, Victoria, Kröss, Jennifer eta Lechner, Lisa (2018). «Cognitive discourse functions in Austrian CLIL lessons: towards an empirical validation of the CDF Construct», European Journal of Applied Linguistics 6 (1) (2018): 5-29. https://doi.org/10.1515/eujal-2017-0028

Dalton-Puffer, Christiane eta Bauer-Marschallinger, Silvia (2019). «Cognitive Discourse Functions meet historical competences: Towards an integrated pedagogy in CLIL history education», Journal of Immersion and Content-Based Language Education 7 (1) (2019): 30-60. https://doi.org/10.1075/jicb.17017

Dalton-Puffer, Christiane, Hüttner, Julia eta Nikula, Tarja (2024). «The conceptualisation of disciplinary literacies in CLIL», in Building disciplinary literacies in Content and Language Integrated Learning, Julia Hüttner eta Christiane Dalton-Puffer (ed.). New York: Routledge: 1-26. https://doi.org/10.4324/9781003403685-1 DOI: https://doi.org/10.4324/9781003403685-1

Erduran, Sibel (2007). «Methodological Foundations in the Study of Argumentation in Science Classrooms», in Argumentation in Science Education, Sibel Erduran eta María Pilar Jiménez-Aleixandre (ed.). New York: Springer: 47-69. https://doi.org/10.1007/978-1-4020-6670-2_3 DOI: https://doi.org/10.1007/978-1-4020-6670-2_3

Etxague Goia, Itxaro eta Van der Worp, Karin (2020). «Hizkuntzen arteko elkarreragina: euskara, gaztelania eta ingelesezko ekoizpen idatziak», Tantak 32 (2) (2020): 95-126. https://doi.org/10.1387/tantak.21826

Evnitskaya, Natalia eta Dalton-Puffer, Christiane (2023). «Cognitive discourse functions in CLIL classrooms: eliciting and analysing students' oral categorizations in science and history», International Journal of Bilingual Education and Bilingualism 26 (3) (2023): 311-330. https://doi.org/10.1080/13670050.2020.1804824

Garro Larrañaga, Eneritz, Antón, Eneko, Arias-Hermoso, Roberto eta Carmona, Unai (2024). «The effects of instruction on students' argumentative scientific writing in a Basque medium of instruction setting», Journal of Immersion and Content-Based Language Education. Online argitalpena (2024). https://doi.org/10.1075/jicb.23014.gar DOI: https://doi.org/10.1075/jicb.23014.gar

Gerns, Pilar (2023). «Qualitative insights and a first evaluation tool for teaching with cognitive discourse function: "comparing" in the CLIL science classroom», Porta Linguarum 40 (2023): 161-179. https://doi.org/10.30827/portalin.vi40.26619 DOI: https://doi.org/10.30827/portalin.vi40.26619

Granados, Adrián, Lorenzo-Espejo, Antonio eta Lorenzo, Francisco (2021). «Evidence for the interdependence hypothesis: a longitudinal study of biliteracy development in a CLIL/bilingual setting», International Journal of Bilingual Education and Bilingualism 25 (8) (2023): 3005-3021. https://doi.org/10.1080/13670050.2021.2001428

Granados, Adrián (2023). «A portrait of academic literacy in mid-adolescence: a computational longitudinal account of cognitive academic language proficiency during secondary school», Language and Education 37 (3) (2023): 288-307. https://doi.org/10.1080/09500782.2022.2079951

Hüttner, Julia eta Smit, Ute (2017). «Negotiating Political Positions: Subject-Specific Oral Language Use in CLIL Classrooms», International Journal of Bilingual Education and Bilingualism 21(3) (2017): 287-302. https://doi.org/10.1080/13670050.2017.1386616

Izura, Cristina, Cuetos, Fernando eta Brysbaert, Marc (2014). «Lextale-Esp: a test to rapidly and efficiently assess the Spanish vocabulary size», Psicológica 3 (2014): 49-66.

Larringan, Luis M., Idiazabal, Itziar eta García-Azkoaga, Inés (2015). «Cartas al director escritas en euskera y castellano por jóvenes bilingües: Transferencias y destrezas textuales y discursivas», in Para una ingeniería didáctica de la educación plurilingüe, Inés García-Azkoaga eta Itziar Idiazabal (eds.). Gasteiz: UPV/EHU: 147-171.

Lemhöfer, Kristin eta Broersma, Mirjam (2012). «Introducing LexTALE: A quick and valid Lexical Test for Advanced Learners of English», Behaviour Research Methods 44 (2012): 325-343. https://doi.org/10.3758/s13428-011-0146-0 DOI: https://doi.org/10.3758/s13428-011-0146-0

Lersundi, Amaia (2022). «Arloetako alfabetatzearen azterketa batxilergoko diziplinarteko proiektu batean. Kasu azterketa». Doktorego-tesia, Mondragon Unibertsitatea. https://doi.org/10.48764/ty1y-kj14

Li, Dongying (2022). «A review of academic literacy research development: From 2002 to 2019», Asian-Pacific Journal of Second and Foreign Language Education 7 (1) (2022): 1-22. https://doi.org/10.1186/s40862-022-00130-z

Liu, Fulan eta Stapl eton, Paul (2014). «Counterargumentation and the cultivation of critical thinking in argumentative writing: Investigating washback from a high-stakes test», System 45 (2014): 117-128. https://doi.org/10.1016/j.system.2014.05.005 DOI: https://doi.org/10.1016/j.system.2014.05.005

Llinares, Ana eta Morton, Tom (2024). «Assessing CLIL students' expression of Explore across languages and school disciplines: An interdisciplinary approach», in Building disciplinary literacies in content and language integrated learning, Julia Hüttner eta Christiane Dalton-Puffer (eds.). New York: Routledge: 101-117. https://doi.org/10.4324/9781003403685-7 DOI: https://doi.org/10.4324/9781003403685-7

Llinares, Ana, Morton, Tom eta Whittaker, Rachel (2012). The Roles of Language in CLIL. Cambridge: Cambridge University Press.

Llinares, Ana, eta Nashaat-Sobhy, Nashwa (2021). «What is an ecosystem? Defining science in primary school CLIL contexts», Language Teaching for Young Learners 3 (2) (2021): 337-362. https://doi.org/10.1075/ltyl.20010.lli

Lorenzo, Francisco (2017). «Historical literacy in bilingual settings: Cognitive academic language in CLIL history narratives», Linguistics and Education 37 (2017): 32-41. https://doi.org/10.1016/j.linged.2016.11.002 DOI: https://doi.org/10.1016/j.linged.2016.11.002

Manterola , Ibon (2024). «Hacia una revisión del estatus didáctico del castellano en los dispositivos plurilingües para la escolarización en euskera», in El fomento del multilingüismo en contextos con lenguas minorizadas, Ada Bier eta David Lasagabaster (eds.). Gasteiz: UPV/EHU: 85-106.

Manterola, Ibon, Díaz de Gereñu Lasaga, Leire eta Almgren, Margareta (2020). «Grammar and text production in Secondary Education teaching materials: Reflections on an integrated didactics of languages», Didacticae 8 (2020): 26-39. https://doi.org/10.1344/did.2020.8.26-39 DOI: https://doi.org/10.1344/did.2020.8.26-39

Martín-Laguna, Sofía (2020). Tasks, Pragmatics and Multilingualism in the Classroom: A Portrait of Adolescent Writing in Multiple Languages. Bristol: Multilingual Matters. https://doi.org/10.2307/jj.22730484.3 https://doi.org/10.2307/jj.22730484.7 DOI: https://doi.org/10.21832/9781788923651

Martín-Laguna, Sofía eta Alcón-Soler, Eva (2018). «Development of discourse-pragmatic markers in a multilingual classroom: A mixed method research approach», System 75 (2018): 68-80. https://doi.org/10.1016/j.system.2018.03.009 DOI: https://doi.org/10.1016/j.system.2018.03.009

Mohan, Bernard, Leung, Constant eta Slater, Tammy (2010). «Assessing Language and Content: A Functional Perspective», in Testing the Untestable in Language Education, Amos Paran eta Lies Sercu (ed.). Clevedon: Multilingual Matters: 217-240. https://doi.org/10.21832/9781847692672-013 DOI: https://doi.org/10.21832/9781847692672-013

Moje, Elizabeth B. (2015). «Doing and teaching disciplinary literacy with adolescent learners: A social and cultural enterprise», Harvard Educational Review 85 (2) (2015): 254-278. https://doi.org/10.17763/0017-8055.85.2.254

Morton, Tom (2020). «Cognitive discourse functions: A bridge between content, literacy and language for teaching and assessment in CLIL», CLIL: Journal of Innovation and Research in Plurilingual and Pluricultural Education 3 (1) (2020): 7-17. https://doi.org/10.5565/rev/clil.33

Nashaa t-Sobhy , Nashwa (2018). «Operationalizing "Defining" from a Cognitive Discourse Perspective for Learners' Use», in Knowledge Mobilization in TESOL: Connecting Research and Practice, Sardar M. Anwaruddin (ed.). Leiden: Brill, 94-112. https://doi.org/10.1163/9789004392472_007 DOI: https://doi.org/10.1163/9789004392472_007

Orcasitas-Vicandi, María (2021). «Towards a multilingual approach in assessing writing: holistic, analytic and cross-linguistic perspectives», International Journal of Bilingual Education and Bilingualism, 25 (6) (2021): 1-22. https://doi.org/10.1080/13670050.2021.1894089

Plakans, Lia eta Gebril, Atta 2013). «Using multiple texts in an integrated writing assessment: Source text use as a predictor of score», Journal of Second Language Writing 22 (2013): 217-230. https://doi.org/10.1016/j.jslw.2013.02.003 DOI: https://doi.org/10.1016/j.jslw.2013.02.003

Polias, John (2016). Apprenticing students into science: doing, talking eta writing scientifically. Melbourne: Lexis Education. Qin, Jingjing eta Karaba ck, Erkan (2010). «The analysis of Toulmin elements in Chinese EFL university argumentative writing», System 38 (3) (2010): 444-456. https://doi.org/10.1016/j.system.2010.06.012

Rinnert, Carol eta Kobaya shi, Hiroe (2016). «Multicompetence and multilingual writing», in Handbook of Second and Foreign Language Writing, Rosa M. Manchón eta Paul Matsuda (ed.). Berlin, Boston: De Gruyter Mouton: 365-386. https://doi.org/10.1515/9781614511335-020 DOI: https://doi.org/10.1515/9781614511335-020

Roca de Larios, Julio, CoyLe, Yvette eta García, Vanessa (2023). «The effects of using cognitive discourse functions to instruct 4th-year children on report writing in a CLIL science class», Studies in Second Language Learning and Teaching 12 (4) (2023): 597-622. https://doi.org/10.14746/ssllt.2022.12.4.4

Sagasta, M.ª Pilar (2003). «Acquiring writing skills in a third language: The positive effects of bilingualism», International Journal of Bilingualism 7 (1) (2003): 27-42. https://doi.org/10.1177/13670069030070010301

Sampson, Victor eta Clark, Dogulas B. (2008). «Assessment of the Ways Students Generate Arguments in Science Education: Current Perspectives and Recommendations for Future Directions», Science Education 92 (3) (2008): 447-472. https://doi.org/10.1002/sce.20276

Shanahan, Timothy eta Shanahan, Cynthia (2008). «Teaching disciplinary literacy to adolescents: Rethinking content-area literacy», Harvard Educational Review 78 (1) (2008): 40-59. https://doi.org/10.17763/haer.78.1.v62444321p602101

Shanahan, Timothy eta Shanahan, Cynthia (2012). «What Is Disciplinary Literacy and Why Does It Matter?», Topics in Language Disorders 32 (1) (2012): 7-18. https://doi.org/10.1097/TLD.0b013e318244557a

Soziolinguistika Klusterra (2022). «Hizkuntzen erabileraren kale-neurketa. Euskal Herria, 2021. Emaitza nagusiak», Bat Soziolinguistika Aldizkaria 125 (2022): 11-52. https://doi.org/10.55714/BAT-125.1 DOI: https://doi.org/10.55714/BAT-125.1

Tenbrink, Thora (2020). Cognitive Discourse Analysis: An Introduction. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108525176 DOI: https://doi.org/10.1017/9781108525176

Toulmin, Stephen (1958). The Uses of Argument. Cambridge: Cambridge University Press.

Van Weijen, Daphne, Rijlaarsdam, Gert eta Van den Bergh, Huub (2019). «Source use and argumentation behavior in L1 and L2 writing: a within-writer comparison», Reading and Writing 32 (2019): 1635-1655. https://doi.org/10.1007/s11145-018-9842-9 DOI: https://doi.org/10.1007/s11145-018-9842-9

Vygotsky, Lev (1978). Mind in society: The development of higher psychological processes. Harvard: Harvard University Press.

Wu, Yanming Amy eta Lin, Angel M.Y. (2022). «Thematic patterns, Cognitive Discourse Functions, and genres: Towards an Integrative Model for CLIL», Journal of Immersion and Content-Based Language Education 10 (2) (2022): 230-264. https://doi.org/10.1075/jicb.21024.wu

Yang, Hui-Chun eta Plakans, Lia (2012). «Second Language Writers' Strategy Use and Performance on an Integrated Reading-Listening-Writing Task», TESOL Quarterly 46 (1) (2012): 80-103. https://doi.org/10.1002/tesq.6

Zhu, Xinhua, Li, Xueyan, Yu, Guoxing, Cheong, Choo-Mui eta Liao, Xian (2016). «Exploring the Relationships Between Independent Listening and Listening-Reading-Writing Tasks in Chinese Language Testing: Toward a Better Understanding of the Construct Underlying Integrated Writing Tasks», Language Assessment Quarterly 13 (3) (2016) 167-185. https://doi.org/10.1080/15434303.2016.1210609

Zubiaurre Otamendi, Maddi (2022). «Egiaztatze-proben analisi konparatiboa eta etorkizunerako proposamena: trebetasun bateratuak eta bitartekotza», e-Hizpide 100 (2022). https://doi.org/10.54512/GWJP7653 DOI: https://doi.org/10.54512/GWJP7653

Downloads

Argitaratua

2025-04-28

Aipuak nola egin

Arias-Hermoso, R., Lersundi, A., Garro Larrañaga, E., & Imaz, A. (2025). Derrigorrezko Bigarren Hezkuntzako (DBH) ikasleen argudiaketa zientifikoa: euskaraz, gaztelaniaz eta ingelesez idazten. Euskera Ikerketa Aldizkaria, 1(70), 11–44. https://doi.org/10.59866/eia.v1i70.297

Zenbakia

Atala

Ikerketa-artikuluak