Abstract
This study aims to examine the realization of Cognitive Discourse Function and multimodal conceptualization in the context of bilingual teaching materials in Taiwan elementary schools. Based on a usage-based cognitive analysis, our data will classify how different categories of Cognitive Discourse Function (CDF) can be realized through language and multimodality in bilingual teaching and learning contexts to enable bilingual teachers to instruct and guide the students to achieve the educational goals and to help the students comprehend and conceptualize the abstract, complicated, or new concept, take the actions, and present their ideas or opinions through the learning process. This study proposes to extend previous findings on language and multimodality and incorporate the tenets of Cognitive Discourse Function to adopt the cognitive usage-based analyses to examine the teaching materials, including bilingual text books and multimodal resources. This study aims to demonstrate that the interactive use of language and multimodality not only helps to achieve the cognitive discourse functions efficiently but also enables the students to (1) facilitate the interpretation process when they start to learn new things or difficult concept; (2) strengthen the motivations to achieve educational goals effectively; (3) create the opportunities to reach the shared goals; (4) learn to help, share, and cooperate with each other through multimodal conceptualization, interaction, and engagement in the classroom.
Author Information
Tiffany Ying Yu Lin, National Taipei University of Education, Taiwan
Paper Information
Conference: ACE2023
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the ACE2023 Conference Proceedings (View)
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To cite this article:
Lin T. (2024) Cognitive Discourse Function and Multimodal Conceptualization: The Interactive Usage of Language, Multimodality, and Cognition in Bilingual Teaching Context ISSN: 2186-5892 The Asian Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2024.101
To link to this article: https://doi.org/10.22492/issn.2186-5892.2024.101
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