Page 38 - VII Congreso Internacional Sobre Educación Bilingüe

participated in this study. Data collection was conducted in the subject of Natural Sciences, a subject taught in Basque in the three schools. Students covered a regular school unit aimed at critically taking a stance on renewable energies, in which focus is mainly placed on subject specific content. Each participant was asked to produce 6 written texts: 2 in Basque, 2 in Spanish and 2 in English. One in each language before working on the content and the remaining 3 texts right after the unit. The written texts were analyzed following Toulmin's (1958) argument's pattern. The preliminary results from the pre-test seem to indicate that students produce arguments in the three languages using similar argumentation patterns across the three languages. Those arguments are comprised of claims and data. However, few students use warrants or rebuttal structures in their argumentation. The first analysis of the post-test revealed that after covering the unit there does not seem to be a significant improvement in students' patterns of argumentation. This leads us to the conclusion that attention should be placed on "both the cognitive structure of the content and the language used to express and demonstrate understanding" (Coyle and Meyer, 2021:81)
Palabras clave: argumentation; subject literacies; writing; natural sciences
Referencias
Cenoz, J. (2015). Content-based instruction and content and language integrated learning: the same or different? Language, Culture and Curriculum, 28(1), 8-24.
Coyle, D., & Meyer, O. (2021). Beyond CLIL: Pluriliteracies Teaching for Deeper Learning. Cambridge University Press.
Dalton-Puffer, C. (2013). A construct of cognitive discourse functions for conceptualising contentlanguage integration in CLIL and multilingual education. European Journal of Applied Linguistics.
36