Page 37 - VII Congreso Internacional Sobre Educación Bilingüe

Analyzing Secondary Education Students Argumentation in Natural Sciences
Ainara Imaz Agirre
Mondragon Unibertsitatea, Eskoriatza, España aimaz@mondragon.edu
Eneritz Garro
Department of Education, Mondragon Unibertsitatea, Eskoriatza, España egarro@mondragon.edu
Amaia Lersundi
Department of Education, Mondragon Unibertsitatea, Eskoriatza, España alersundi@mondragon.edu
Abstract
The objective of this study is to analyze how Secondary Education students argue in different languages in the field of Natural Sciences. Arguments are becoming increasingly common in science curricula (Polias, 2016). According to the Pluriliteracies Teaching for Deeper Learning (PTDL) approach, "arguing science" is one of the four domains students need to master in order to become experts in the subject specific literacy (Meyer & Coyle, 2017). Cognitive Discourse Functions (CDF) have been defined as the integration between cognitive and linguistic processes, as the CDFs can be understood as the crystallization of cognitive-linguistic patterns of some situations which are very common in the learning process, such as arguing (Dalton-Puffer, 2013, 2016). Content and language integration (Llinares et al., 2012) remains a challenge in multilingual education (Cenoz, 2015). A total of 70 students (age range 13-14) from 3 schools
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