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Learning the language of school history: the role of linguistics in mapping the writing demands of the secondary school curriculum

Coffin, Caroline (2006). Learning the language of school history: the role of linguistics in mapping the writing demands of the secondary school curriculum. Journal of Curriculum Studies, 38(4) pp. 413–429.

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DOI (Digital Object Identifier) Link: https://doi.org/10.1080/00220270500508810
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Abstract

This paper reports on a research study which used 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 linguist specialists and content/pedagogic specialists. These activities were designed to facilitate students’ writing skills whilst 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. Equally, students’ writing improved, particularly in terms of its organisation and structure.

Item Type: Journal Item
ISSN: 0022-0272
Keywords: functional linguistics; language research; history instruction; writing across the curriculum; writing (composition); teacher collaboration
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Item ID: 5529
Depositing User: Users 13 not found.
Date Deposited: 16 Oct 2006
Last Modified: 14 Feb 2020 20:39
URI: http://oro.open.ac.uk/id/eprint/5529
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