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Language as a meaning making resource in learning and teaching content

Analysing historical writing in content and language integrated learning
  • Heini-Marja Järvinen
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Language Use and Language Learning in CLIL Classrooms
This chapter is in the book Language Use and Language Learning in CLIL Classrooms

Abstract

This article reports on a study of written production in content and language integrated learning (CLIL) with special emphasis on the ways linguistic resources are used in constructing historical meaning. The study utilizes the systemic functional framework (SFL) and its data consist of essays written in English (language of instruction) and in Finnish (students’ first language and language of instruction) by ten CLIL students and in English (the only language of instruction, students’ first or second language) by nine peers in international school (all grade 8 students, about 14 years of age). The discussion addresses the following questions: What are some of the features emerging in the written productions that reflect the use of language in constructing historical meaning in the light of systemic-functional linguistics? In particular, what characteristics of grammatical metaphor realized in terms of syntactic intricacy and thematic organization are observed in the English and Finnish essays of the CLIL students? The article concludes with a discussion of future research and pertinent pedagogical implications to CLIL environments.

Abstract

This article reports on a study of written production in content and language integrated learning (CLIL) with special emphasis on the ways linguistic resources are used in constructing historical meaning. The study utilizes the systemic functional framework (SFL) and its data consist of essays written in English (language of instruction) and in Finnish (students’ first language and language of instruction) by ten CLIL students and in English (the only language of instruction, students’ first or second language) by nine peers in international school (all grade 8 students, about 14 years of age). The discussion addresses the following questions: What are some of the features emerging in the written productions that reflect the use of language in constructing historical meaning in the light of systemic-functional linguistics? In particular, what characteristics of grammatical metaphor realized in terms of syntactic intricacy and thematic organization are observed in the English and Finnish essays of the CLIL students? The article concludes with a discussion of future research and pertinent pedagogical implications to CLIL environments.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgements vii
  4. Preface ix
  5. Introduction
  6. Charting policies, premises and research on content and language integrated learning 1
  7. Part I. General and theoretical issues
  8. On the natural emergence of language structures in CLIL 23
  9. The pragmatics of L2 in CLIL 39
  10. Part II. CLIL at the secondary level
  11. A cross-sectional analysis of oral narratives by children with CLIL and non-CLIL instruction 61
  12. Using a genre-based approach to integrating content and language in CLIL 81
  13. Effects of CLIL on a teacher’s classroom language use 105
  14. Writing and speaking in the history class 125
  15. Language as a meaning making resource in learning and teaching content 145
  16. The CLIL differential 169
  17. Written production and CLIL 191
  18. Part III. CLIL at the tertiary level
  19. Metadiscursive devices in university lectures 213
  20. Language Matters 233
  21. CLIL in an English as a lingua franca (ELF) classroom 259
  22. Language use and language learning in CLIL 279
  23. Subject index 293
https://doi.org/10.1075/aals.7.08jar

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgements vii
  4. Preface ix
  5. Introduction
  6. Charting policies, premises and research on content and language integrated learning 1
  7. Part I. General and theoretical issues
  8. On the natural emergence of language structures in CLIL 23
  9. The pragmatics of L2 in CLIL 39
  10. Part II. CLIL at the secondary level
  11. A cross-sectional analysis of oral narratives by children with CLIL and non-CLIL instruction 61
  12. Using a genre-based approach to integrating content and language in CLIL 81
  13. Effects of CLIL on a teacher’s classroom language use 105
  14. Writing and speaking in the history class 125
  15. Language as a meaning making resource in learning and teaching content 145
  16. The CLIL differential 169
  17. Written production and CLIL 191
  18. Part III. CLIL at the tertiary level
  19. Metadiscursive devices in university lectures 213
  20. Language Matters 233
  21. CLIL in an English as a lingua franca (ELF) classroom 259
  22. Language use and language learning in CLIL 279
  23. Subject index 293
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