Cooperative Engineering to Develop Epistemic Practices: an English-Physics CLIL Sequence A Case Study Illustrating Cooperative Engineering Design-Based Research
DOI:
https://doi.org/10.4151/07189729-Vol.63-Iss.3-Art.1600Keywords:
Cooperative engineering cooperative action CLIL language learning uncertainty in measurementAbstract
This paper describes how cooperative engineering design-based research was used to develop a Content and Language Integrated Learning (CLIL) didactic sequence. The sequence was designed by an English language teacher-researcher and a physics associate professor for the concurrent learning of English as a foreign language together with disciplinary knowledge of physics as a practice (Bloor, 2020; Bloor & Santini, 2022). The article focusses on the cooperative action between the two teacher-researchers to illustrate how this led to the evolving epistemic depth of the CLIL sequence. The Joint Action Theory in Didactics (JATD) notions of jargon and thought style are used to render visible the epistemic potential and evolution of the cooperative engineering work in the iterative process of the cooperative design-based research.
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