Rachel Whittaker
Biographic Data
| ID | 6350406 |
|---|---|
| NAME | Rachel Whittaker |
| GIVEN NAMES | Rachel |
| FAMILY NAME | Whittaker |
| SIGNATURE | WHITTAKER R |
| AFFILIATIONS | Universidad Autónoma de Madrid |
| ORCID | 0000-0002-4617-5426 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Genre and Cognitive Discourse Functions as lenses on disciplinary language in CLIL contexts
The application of genre-based pedagogy (GBP) has a long tradition both in L1 educational contexts and more recently in L2 contexts, such as Content and Language Integrated Learning (CLIL) programmes. In these CLIL contexts, oral and written interaction are not always carried out through full genres. Thus, the concept of Cognitive Discourse Functions (CDFs) ( Dalton-Puffer 2013 ) has been proposed to characterize frequently occurring functional u…
Fostering language awareness for integration through teacher-researcher collaboration in a Spanish bilingual education context
Research on Content and Language Integrated Learning (CLIL) programmes has shown that teachers find it difficult to integrate content and language in their teaching, and that this may be due to a lack of a specific type of teacher language awareness (TLA) for this type of teaching. This study explores how TLA for CLIL is manifested in metatalk in the context of a collaborative professional development activity, which took place in a bilingual sec…
Expressing evaluation across disciplines in primary and secondary CLIL writing
The construct of cognitive discourse functions (CDFs) has been proposed as a bridge between linguists and educationalists, linking 'subject specific cognitive learning goals with the linguistic representations they receive in classroom interaction' (Dalton-Puffer 2013. "A Construct of Cognitive Discourse Functions for Conceptualising Content-Language Integration in Q4 CLIL Multilingual Education." EuJAL 1 (2): 216–253, 220). We focus on the CDF e…
A dialogue with bureaucracy
A dialogue with bureaucracy
Expressing evaluation across disciplines in primary and secondary CLIL writing
The construct of cognitive discourse functions (CDFs) has been proposed as a bridge between linguists and educationalists, linking 'subject specific cognitive learning goals with the linguistic representations they receive in classroom interaction' (Dalton-Puffer 2013. "A Construct of Cognitive Discourse Functions for Conceptualising Content-Language Integration in Q4 CLIL Multilingual Education." EuJAL 1 (2): 216–253, 220). We focus on the CDF e…
Fostering language awareness for integration through teacher-researcher collaboration in a Spanish bilingual education context
Research on Content and Language Integrated Learning (CLIL) programmes has shown that teachers find it difficult to integrate content and language in their teaching, and that this may be due to a lack of a specific type of teacher language awareness (TLA) for this type of teaching. This study explores how TLA for CLIL is manifested in metatalk in the context of a collaborative professional development activity, which took place in a bilingual sec…
Genre and Cognitive Discourse Functions as lenses on disciplinary language in CLIL contexts
The application of genre-based pedagogy (GBP) has a long tradition both in L1 educational contexts and more recently in L2 contexts, such as Content and Language Integrated Learning (CLIL) programmes. In these CLIL contexts, oral and written interaction are not always carried out through full genres. Thus, the concept of Cognitive Discourse Functions (CDFs) ( Dalton-Puffer 2013 ) has been proposed to characterize frequently occurring functional u…
Linguistics (3 works) · Second Language Learning and Teaching (3 works) · Cognition (2 works) · Computer Science (2 works) · Discipline (2 works) · Discourse Analysis in Language Studies (2 works) · EFL/ESL Teaching and Learning (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works)