Building on the inspiration from the Training School in Leiden, we are preparing to implement the observation tool in a new study conducted in secondary schools in Spain and Albania. This study focuses on graduate students of English, observing how Cognitive Discourse Functions (CDFs) are integrated into English language lessons. The project has two primary aims. First, we aim to enhance teacher preparation, as it is crucial for future English teachers to possess a strong understanding of disciplinary literacy, CDFs, and CLIL. Second, we seek to gather feedback from graduate students to refine the observation tool developed in Leiden.

To prepare for observations, participating students from three universities attended two 90-minute training sessions. The first session, delivered as a hybrid event on December 20, 2024, emphasized theoretical foundations. Led by Silvia Minardi, the session introduced the work of CLILNeTLe, along with an overview of CDFs, disciplinary literacies, CLIL, and the tools developed during the Leiden Training School. Students practiced identifying and discussing CDFs in a sample text using the observation tool. The second session, conducted in January 2025 by Merita Hoxha at the University of Elbasan Aleksandër Xhuvani, Irene Guzmán at the University of Valencia, and Ekaterina Strati at the University Aleksandër Moisiu Durrës, focused on practical application. Students analyzed a video of an English lesson, used the observation tool to identify CDFs, and provided feedback during a group discussion.

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Building on the inspiration from the Training School in Leiden, we are preparing to implement the observation tool in a new study conducted in secondary schools in Spain and Albania. This study focuses on graduate students of English, observing how Cognitive Discourse Functions (CDFs) are integrated into English language lessons. The project has two primary aims. First, we aim to enhance teacher preparation, as it is crucial for future English teachers to possess a strong understanding of disciplinary literacy, CDFs, and CLIL. Second, we seek to gather feedback from graduate students to refine the observation tool developed in Leiden.

To prepare for observations, participating students from three universities attended two 90-minute training sessions. The first session, delivered as a hybrid event on December 20, 2024, emphasized theoretical foundations. Led by Silvia Minardi, the session introduced the work of CLILNeTLe, along with an overview of CDFs, disciplinary literacies, CLIL, and the tools developed during the Leiden Training School. Students practiced identifying and discussing CDFs in a sample text using the observation tool. The second session, conducted in January 2025 by Merita Hoxha at the University of Elbasan Aleksandër Xhuvani, Irene Guzmán at the University of Valencia, and Ekaterina Strati at the University Aleksandër Moisiu Durrës, focused on practical application. Students analyzed a video of an English lesson, used the observation tool to identify CDFs, and provided feedback during a group discussion.

Refining the Observation Tool and Looking to the Future

Following the training, the observation phase will take place over three months in Spain and Albania, during which graduate students completing their teaching practice will observe English teachers using the observation tool under our supervision. However, the project does not end with data collection. Instead, we see this as an iterative process where feedback from students and teachers is pivotal to refining the tool. For instance, we will evaluate how effectively the tool captures differences in disciplinary communication and its adaptability across various educational contexts. Additionally, interviews with graduate students will provide insights into their experiences using the tool, further enriching our understanding of how CDFs function in the English language classrooms.

Our ultimate goal is to share these findings with the broader educational community. We plan to publish results in peer-reviewed journals and present them at international conferences. More importantly, we hope this project will equip educators with practical strategies to incorporate CDFs into their teaching practices, ultimately transforming how teaching and learning unfold in multilingual and disciplinary settings. Stay tuned as we continue exploring how Cognitive Discourse Functions can reshape education worldwide.

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