Development from Concrete to Abstract: A Diachronic Study of CLIL Science Classroom Interaction through Cognitive Discourse Functions. A Corpus-based Approach

Craig Neville; Máire Ní Ríordáin; Laura Tagnin

Development from Concrete to Abstract: A Diachronic Study of CLIL Science Classroom Interaction through Cognitive Discourse Functions. A Corpus-based Approach

School of Education

University of Galway

Research output: Chapter in Book/Report/Conference proceedings › Chapter › peer-review

Original language	English (Ireland)
Title of host publication	Integrating Language and Content in CLIL Science and Technology
Publisher	de Gruyter
Publication status	Accepted/In press - 2026

Cite this

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title = "Development from Concrete to Abstract: A Diachronic Study of CLIL Science Classroom Interaction through Cognitive Discourse Functions. A Corpus-based Approach",

author = "Craig Neville and \{N{\'i} R{\'i}ord{\'a}in\}, M{\'a}ire and Laura Tagnin",

year = "2026",

language = "English (Ireland)",

booktitle = "Integrating Language and Content in CLIL Science and Technology",

publisher = "de Gruyter",

address = "Germany",

}

Development from Concrete to Abstract: A Diachronic Study of CLIL Science Classroom Interaction through Cognitive Discourse Functions. A Corpus-based Approach. / Neville, Craig ; Ní Ríordáin, Máire; Tagnin, Laura.
Integrating Language and Content in CLIL Science and Technology. de Gruyter, 2026.

Research output: Chapter in Book/Report/Conference proceedings › Chapter › peer-review