Conference Programme FULL (1)

“Living Architecture” – The impact of aged people and dementia friendly environments in users’ social and
economic inclusiveness.
Davide Landi
The United Nations reports that the global population is ageing rapidly with 11% of the world’s population currently over
60 years old, this figure is projected to double by 2050. Studies highlight the importance of the relationship between
people and spaces and how environments can positively affect the wellbeing of people as they age in place (Kerr,
Rosemberg and Frank, 2012). This study investigates the impact of this approach upon older adults in the early stages of
dementia with a specific focus on examining whether existing urban and architectural factors enable them to be active in
their communities and cities.
The first stage of this study is a literature review with the second stage characterised by a case studies Post-Occupancy
Evaluation (POE). The development and creation of a POE tool is influenced by a specific participatory design approach: a
living lab developed with the following partners: Liverpool John Moores University, Mersey Care NHS Trust, HLP and MA
architecture, Liverpool Service User Reference Forum – Dementia, and the Liverpool Dementia Action Alliance – Liverpool
who will be actively involved in the methodological and data collection phases of the study. In addition, a number of case
studies will be analysed through a one-time POE (Cutler and Rosalie, 2009), this analysis phase will be characterized by
three parts, the thinking, the making, and the living of architectures or urbanisms. The aim of the analysis phase is to
critically evaluate identified design strategies while teasing out their uniqueness in order to create an innovative
architectural theory.
Using a pluriliteracies framework and Cognitive Discourse Functions (CDF) to explore the potential for
developing learners’ mathematical understanding in a second language learning context
Sarah Lister, Pauline Palmer
We argue that a Content and Language Integrated Learning (CLIL) approach can support the development of children’s
conceptual understanding. CLIL does not replace discrete subject teaching but can provide a meaningful context for the
full integration of subject content and language learning.
For the purpose of this paper, we will present, discuss and analyse current research in the field of bilingual and plurilingual
education, examining the role of communication, specifically in a second language, in developing and consolidating
conceptual understanding within the field of primary mathematics.
We will refer to and analyse Dalton Puffer’s (2013) Cognitive Discourse Functions (CDF) and the Graz Group’s (2015)
Pluriliteracies framework as potential constructs to frame our academic research within the context of our Knowledge
Transfer partnership (KTP) and related international strategic collaborations in the field of bilingual education. We will
explore the idea that concept building relates to much more than simply knowing facts or understanding concepts. Dalton
Puffer (2013) argues that learners need to select the correct medium of communication in order to express their
understanding of the content appropriate to the stage of development in their understanding i.e. the ‘right’ cognitive
level. It is this ability to select the appropriate style, genre and mode, which provides an indication of the depth/level of
conceptual understanding of the learner in question. In order to understand and act like a scientist or mathematician, as
an ‘expert’ in the field, learners need to acquire the procedures and strategies of the content subject. (Graz Group, 2015).