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Genre and appraisal in CLIL history texts

Developing the voice of the historian
  • Anne McCabe und Rachel Whittaker
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Applied Linguistics Perspectives on CLIL
Ein Kapitel aus dem Buch Applied Linguistics Perspectives on CLIL

Abstract

This chapter offers a perspective on texts written in a CLIL class, highlighting the role of the interpersonal meanings covered by the appraisal framework (Martin & White 2005) in constructing the different genres of history, which are not only factual, but also include assigning value and indicating point of view. An analysis of appraisal in an 11,000-word longitudinal corpus of CLIL secondary student writing shows how texts are more or less successful in their selection of features from the appraisal systems as they respond to prompts, the higher-rated texts creating a more appropriate voice for the genre (Coffin 2006). Awareness of the categories of interpersonal meanings can allow teachers to make genre expectations explicit, helping improve student writing.

Abstract

This chapter offers a perspective on texts written in a CLIL class, highlighting the role of the interpersonal meanings covered by the appraisal framework (Martin & White 2005) in constructing the different genres of history, which are not only factual, but also include assigning value and indicating point of view. An analysis of appraisal in an 11,000-word longitudinal corpus of CLIL secondary student writing shows how texts are more or less successful in their selection of features from the appraisal systems as they respond to prompts, the higher-rated texts creating a more appropriate voice for the genre (Coffin 2006). Awareness of the categories of interpersonal meanings can allow teachers to make genre expectations explicit, helping improve student writing.

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. Introduction
  4. Content and Language Integrated Learning (CLIL) 1
  5. Part I. Second Language Acquisition (SLA) perspectives
  6. Introduction to part I 19
  7. CLIL and SLA 33
  8. Motivation, second language learning and CLIL 51
  9. Investigating pragmatics in CLIL through students’ requests 67
  10. Part II. Systemic Functional Linguistics (SFL) perspectives
  11. Introduction to part II 91
  12. Genre and appraisal in CLIL history texts 105
  13. Speech function analysis to explore CLIL students’ spoken language for knowledge construction 125
  14. Multi-semiotic resources providing maximal input in teaching science through English 145
  15. Part III. Discourse analysis perspectives
  16. Introduction to part III 167
  17. Classroom interactional competence in content and language integrated learning 183
  18. Multimodal conversation analysis and CLIL classroom practices 201
  19. Assessment for learning in CLIL classroom discourse 221
  20. Part IV. Sociolinguistic perspectives
  21. Introduction to part IV 239
  22. “I always speak English in my classes” 251
  23. CLIL teachers’ professionalization 269
  24. A sociolinguistic approach to the multifaceted Roles of English in English-medium education in multilingual university settings 287
  25. Afterword
  26. Emerging themes, future research directions 307
  27. Subject index 313
https://doi.org/10.1075/lllt.47.07mcc

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. Introduction
  4. Content and Language Integrated Learning (CLIL) 1
  5. Part I. Second Language Acquisition (SLA) perspectives
  6. Introduction to part I 19
  7. CLIL and SLA 33
  8. Motivation, second language learning and CLIL 51
  9. Investigating pragmatics in CLIL through students’ requests 67
  10. Part II. Systemic Functional Linguistics (SFL) perspectives
  11. Introduction to part II 91
  12. Genre and appraisal in CLIL history texts 105
  13. Speech function analysis to explore CLIL students’ spoken language for knowledge construction 125
  14. Multi-semiotic resources providing maximal input in teaching science through English 145
  15. Part III. Discourse analysis perspectives
  16. Introduction to part III 167
  17. Classroom interactional competence in content and language integrated learning 183
  18. Multimodal conversation analysis and CLIL classroom practices 201
  19. Assessment for learning in CLIL classroom discourse 221
  20. Part IV. Sociolinguistic perspectives
  21. Introduction to part IV 239
  22. “I always speak English in my classes” 251
  23. CLIL teachers’ professionalization 269
  24. A sociolinguistic approach to the multifaceted Roles of English in English-medium education in multilingual university settings 287
  25. Afterword
  26. Emerging themes, future research directions 307
  27. Subject index 313
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© 2025 De Gruyter Brill
Heruntergeladen am 10.12.2025 von https://www.degruyterbrill.com/document/doi/10.1075/lllt.47.07mcc/html?lang=de
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