Pilar GernsUniversidad de Navarra | UNAV · Research center: Institute for Culture and Society (ICS) Universidad de Navarra
Pilar Gerns
Doctor of Education
Postdoc researcher of the group Public Discourse at the Institute for Culture and Society (ICS), University of Navarra.
About
9
Publications
1,287
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Citations
Introduction
Pilar Gerns is a researcher at the Institute for Culture and Society (ICS), a centre for interdisciplinary research at the Univ. of Navarra, Spain. She holds a BA in Philosophy from the Univ. of Navarra, a BA in English Studies from the UNED, a MA with honors in Education from the Univ. of Santiago and a PhD (cum laude) from the Univ. of Navarra. Currently, she is working as a member of the group Public Discourse, involved in 2 European + projects: CoMMiTTeD and KiNESIS.
Skills and Expertise
Additional affiliations
December 2021 - March 2022
November 2021 - present
Education
September 2017 - October 2021
September 2016 - August 2017
September 2012 - June 2016
Publications
Publications (9)
This paper considers the specific role and effect of academic writing support in a secondary school Content and Language Integrated Learning (CLIL) context. After discussing the potential place for academic writing support in the ongoing process of fostering disciplinary literacy, we report on an experimental study in which 45 Spanish secondary sch...
CoMMiTTEd - Covid, Migrants and Minorities in Teacher Education: A Fake News Observatory to Promote Critical Thinking and Digital Literacy in Times of Crisis. E-handbook for teachers and teacher educators.
Authors: Araújo e Sá, M. H.; Gerwers, F.; Gintsburg, S. & Spotti, M. (Coord.); Ambrósio, S.; Breeze, R.; Brinkmann, L.; Dedecek Gertz, H.; De Ru...
In CLIL research, Dalton-Puffer’s recent construct of the Cognitive Discourse Function (CDF) (2013) - a taxonomy of seven cognitively and linguistically defined academic operations (such as “explain” or “define”) - is now gaining increased attention as a useful tool to make the question of integration of language and content more tangible and opera...
The focus of this paper is on Dalton-Puffer’s construct of the Cognitive Discourse Function (CDF) (2013), which offers CLIL teachers a practical framework through which they can more easily understand the complex idea of integrating the content, cognition, and language required for their subject. These functions have mainly been addressed from clas...
The transition to digital journals has brought about a large number of changes in the
way academic publishing operates, including the emergence of new genres (Breeze,
2016a; Sancho Guinda, 2019, 2022), the spread of open access journals and the
introduction of open access fees (Pérez Llantada, 2021). However, one aspect that
has received little att...
Empirical investigation in CLIL classroom contexts so far suggests that the integration between the supposed dual content-language focus is still a challenge. In 2013 Prof. Dalton-Puffer proposed the concept of the Cognitive Discourse Function (CDF) as a way of understanding cognitive and content learning in CLIL classrooms that includes the langua...
