Learning the language of school history: the role of linguistics in mapping the writing demands of the secondary school curriculum
By C. Coffin. 2006
101 citations recorded by the source corpus.
This study uses the tools of functional linguistics to illuminate the writing requirements of the history curriculum in the context of Australian secondary schools. It shows how the resulting linguistic description was integrated into a sequence of teaching and learning activities through collaboration between linguists and content/pedagogic specialists. These activities were designed to improve students’ writing skills while simultaneously developing their historical knowledge. An independent evaluation of the approach pointed to positive changes in teachers’ attitudes and behaviours regarding the role of language in learning history. Students’ writing improved, particularly in terms of its organization and structure.
Subfields: Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/b5d47c9d239eee730ff4b4a408e4651bea8f85bd
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Citations in the corpus
- A pluriliteracies approach to content and language integrated learning – mapping learner progressions in knowledge construction and meaning-making (2015, background): “…as to how subject-specific literacy learning can be promoted in school has been addressed by several scholars including Veel (1997), Martin and White (2005), Coffin (2006a, 2006b), Halliday and Matthiessen (2004), Martin and Rose (2008) and Llinares et al. (2012), drawing especially on SFL.”
- Written discourse development in CLIL at secondary school (2011, background): “paths linking cognitive and linguistic demands, beginning in primary school and going through to pre-university level (see especially Schleppegrell, 2004; Coffin, 2006a; Christie & Derewianka, 2008). Matthiessen (2009, p. 224), in fact, identifies as key moments in language learning, on the one hand”