Płaszczyzna epistemiczna i funkcje dyskursu poznawczego w planowaniu kształcenia dwujęzycznego typu CLIL
Epistemic Plane and Cognitive Discourse Functions in Planning CLIL Type Bilingual Education

Summary/Abstract: The article proposes using the epistemic plane from Legitimation Code Theory and Cognitive Discourse Functions (CDFs) as tools for planning and reflecting on CLIL-type bilingual education. It centres on the question of 'how to work with knowledge in class,' understood as designing knowledge operations that learners perform through language. A three-step micro-model is outlined: identifying subject content, specifying desired cognitive operations, and selecting corresponding CDFs, language resources, and task types. Three variants of

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