Genre and appraisal in CLIL history texts
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Anne McCabe
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.
Chapters in this book
- Prelim pages i
- Table of contents v
-
Introduction
- Content and Language Integrated Learning (CLIL) 1
-
Part I. Second Language Acquisition (SLA) perspectives
- Introduction to part I 19
- CLIL and SLA 33
- Motivation, second language learning and CLIL 51
- Investigating pragmatics in CLIL through students’ requests 67
-
Part II. Systemic Functional Linguistics (SFL) perspectives
- Introduction to part II 91
- Genre and appraisal in CLIL history texts 105
- Speech function analysis to explore CLIL students’ spoken language for knowledge construction 125
- Multi-semiotic resources providing maximal input in teaching science through English 145
-
Part III. Discourse analysis perspectives
- Introduction to part III 167
- Classroom interactional competence in content and language integrated learning 183
- Multimodal conversation analysis and CLIL classroom practices 201
- Assessment for learning in CLIL classroom discourse 221
-
Part IV. Sociolinguistic perspectives
- Introduction to part IV 239
- “I always speak English in my classes” 251
- CLIL teachers’ professionalization 269
- A sociolinguistic approach to the multifaceted Roles of English in English-medium education in multilingual university settings 287
-
Afterword
- Emerging themes, future research directions 307
- Subject index 313
Chapters in this book
- Prelim pages i
- Table of contents v
-
Introduction
- Content and Language Integrated Learning (CLIL) 1
-
Part I. Second Language Acquisition (SLA) perspectives
- Introduction to part I 19
- CLIL and SLA 33
- Motivation, second language learning and CLIL 51
- Investigating pragmatics in CLIL through students’ requests 67
-
Part II. Systemic Functional Linguistics (SFL) perspectives
- Introduction to part II 91
- Genre and appraisal in CLIL history texts 105
- Speech function analysis to explore CLIL students’ spoken language for knowledge construction 125
- Multi-semiotic resources providing maximal input in teaching science through English 145
-
Part III. Discourse analysis perspectives
- Introduction to part III 167
- Classroom interactional competence in content and language integrated learning 183
- Multimodal conversation analysis and CLIL classroom practices 201
- Assessment for learning in CLIL classroom discourse 221
-
Part IV. Sociolinguistic perspectives
- Introduction to part IV 239
- “I always speak English in my classes” 251
- CLIL teachers’ professionalization 269
- A sociolinguistic approach to the multifaceted Roles of English in English-medium education in multilingual university settings 287
-
Afterword
- Emerging themes, future research directions 307
- Subject index 313
