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Towards an initial operationalisation of disciplinary literacies (2024)

Nikula, T., Nashaat-Sobhy, N., Minardi, S., Gülle, T., Yalçın, Ş., Kara Duman, S., Bozbıyık, M., Delibegović Džanić, N., Ellison, M., Gerns, P., Gómez, E., Hanušová, S., Kováčiková, E., Kääntä, L., Lin, A., Llinares, A., Lo, Y. Y., Lopriore, L., Meyer, O., . . . Žmavc, J. (2024, March). Towards an initial operationalisation of disciplinary literacies. https://hdl.handle.net/11353/10.2050621

JYU authors or editors

Publication details

All authors or editors: Nikula, Tarja; Nashaat-Sobhy, Nashwa; Minardi, Silvia; Gülle, Talip; Yalçın, Şebnem; Kara Duman, Saime; Bozbıyık, Merve; Delibegović Džanić, Nihada; Ellison, Maria; Gerns, Pilar; et al.

Publication year: 2024

Publication date: 14/03/2024

Volume: March

Publisher: CLIL Network for Languages in Education

Publication country: Austria

Publication language: English

Persistent website address: https://hdl.handle.net/11353/10.2050621

Publication open access: Openly available

Publication channel open access: Open Access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/94449

Additional information: A paper by CLILNetLE Working Group 1.

Abstract

This file provides an initial conceptualization bi/multilingual disciplinary literacies. This conceptualization is an outcome of a collaborative effort by scholars from across European Cooperation in Science and Technology member countries. The conceptualization highlights the intertwined nature of subject matter with language in fostering disciplinary knowledge creation and communication, and in active participation in society. Disciplinary literacy is described as multi-dimensional, incorporating multi-/trans-semiotic, bi-/multi-/translingual, functional, critical, and technological aspects. The document also stresses the role of schooling in recontextualizing disciplinary knowledge and in preparing students academically and as informed societal participants. It also calls for collaboration between language and content teachers and emphasizes the need for further research to operationalize and integrate bi/multilingual disciplinary literacies into educational practice.

Keywords: higher education (teaching); content and language integrated learning; language teaching; sciences and humanities; multiliteracy; multilingualism; didactics

Contributing organizations

Ministry reporting: Won't be reported