Alicante Journal of English Studies / Revista Alicantina de Estudios Ingleses

The emergent role of mind-mapping in CLIL instruction: textual cognitive resources in engineering lectures

Carmen Sancho Guinda

DOI: https://doi.org/10.14198/raei.2010.23.06

Abstract

Starting out from the notion of irradiating thought or conceptual maps (Buzan 1986, 2002), recently and explicitly tackled as an academic skill by some CLIL learner-oriented materials, this article explores the prospects for its introduction in engineering environments. It reports on a small-case study aimed to reflect on the implications of lecturers' textual choices for the note-taking habits of engineering students and ultimately for their representation of contents. The analysis of seven engineering lectures in English and Spanish in a summer seminar for EU polytechnic students, of seven condensed lectures in English by engineering teachers during an in-service training course at the Universidad Politécnica de Madrid and of twenty questionnaires probing into the students' note-taking routines, suggests an influence of lecturing style on note quality and evidences several lecturing deficiencies at the rhetorical level that may hamper the practice of conceptual mapping.

Keywords

Mind-mapping; CLIL instruction; Textual cognitive resources; Engineering lectures



DOI: https://doi.org/10.14198/raei.2010.23.06

Copyright (c) 2010 Carmen Sancho Guinda

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