Disciplinary language in bi/multilingual contexts through a Language-Based Approach to Content Instruction
DOI:
https://doi.org/10.5433/1519-5392.2024v24n2p95-119Keywords:
Bi/Multilingual Education, Functional Approach, Teacher EducationAbstract
A growing phenomenon worldwide, bi/multilingual education is understood as the one in which different languages are integrated into the teaching and learning process of disciplinary content. In Brazil, the integration of languages and content poses as a challenge in teacher education, with the "Language-based Approach to Content Instruction (LACI)" emerging as a possibility to support teaching practices. Grounded in systemic-functional linguistics (SFL), LACI offers pathways to code-break disciplinary language, making it accessible to multilingual learners (ML). Through the analysis of two texts, one in English and one in Portuguese, extracted from elementary school textbooks focusing on plant studies, characteristics of disciplinary language in the field of Science are highlighted to reflect on the contributions of a functional approach to bilingual/multilingual contexts.
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