The aim of this paper is to unfold the process of integration in CLIL by describing the role of the cognitive processes involved in the construction of knowledge. While there has been extensive research of various aspects of CLIL, the actual process of integration of content and language has largely been neglected. Therefore, this paper argues that the role of language in building knowledge has to be stressed further and made transparent to CLIL practitioners, particularly in “hard” versions of CLIL. Raising teachers’ awareness of the epistemic function of language and drawing their attention to the human cognitive architecture can help them achieve a higher level of understanding of the process of integration of content and language. Using the example of a task taken from a training course for CLIL teachers, this paper describes how a focus on the cognitive architecture of learners can improve the integration of content and language in CLIL.
This paper addresses the problem of disguise in written threatening messages and investigates the connection between (meta-)linguistic awareness and the successful implementation of disguise strategies through the use of two experimental studies. The first study, a language production experiment with 116 participants, focused on the actual use of disguise strategies in the participants’ written texts. The second study, which had 167 respondents, was designed to investigate the perception of threats and respondents’ awareness and ideas of disguise. The findings of these studies indicate that sociolinguistic and metalinguistic awareness, awareness of one's own language production and the ability to manipulate language in other than outer forms of words are closely connected, which has important implications for forensic authorship analyses. Bredthauer (2013) estimated that approximately 20% of the authentic threatening messages in her corpus contained some form of disguise.
The importance of digital data in forensic contexts has been increasing continuously (e.g., Grant 2013; Layton, Watters & Dazeley 2010; Wright 2013), with individuals holding an average of 8.5 different social media accounts
in 2018 (Statista 2021a). Even though numerous studies have investigated registers on
social media platforms (e.g., Seargeant & Tagg 2014; Zappavigna 2013), it has rarely been attempted to describe individual styles of one and the same person
on different platforms – a research gap this paper attempts to address with the help of an exploratory hypothesis-generating
study. The data is drawn from Instagram and Twitter, and comprises 1,800 posts from three media representatives and/or writers
that hold accounts with both platforms. The results of the analysis suggest that the use of some features (e.g., emoji, hashtags)
is strongly influenced by the respective platforms, while other features (e.g., patterns of punctuation, use of types of speech
acts) remain stable and thus offer promising avenues for authorship analysis.
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