Abstracts - Faculdade de Letras da Universidade de Lisboa

RACHEL WHITTAKER, MADRID UNIVERSIDAD AUTÓNOMAANNE MCCABE, SAINT LOUIS UNIVERSITY IN MADRIDDEVELOPMENT OF APPRAISAL IN CONTENT-AND-LANGUAGE-INTEGRATED-LEARNING (CLIL) HISTORY COMPOSITIONSThis paper presents results from a longitudinal analysis of the written languageproduced in English by twenty-five students from two state schools involved in abilingual schools program in Spain. The study analyses a corpus of in-class writtencompositions, collected once a year throughout the 4 years of obligatory secondaryschooling (ages 12/13 to 15/16-years-old) in history courses taught in English. Westudy the development of the students’ register-appropriate use of linguisticresources for history genres, following Coffin (2006), Veel and Coffin (1996), etc..This particular paper focuses on features of appraisal, an analysis which fills out thepicture of development traced through previous studies of linguistic features in thewriting of these students such as nominal group development, participantidentification and tracking, and thematic choices (Whittaker, Llinares and McCabe ,2011). The results of the appraisal analysis are considered in the light of teacherevaluation of the texts, as well as of the developmental path found by Derewianka(2006) and Christie and Derewianka (2008) in L1 and ESL students of a similar age.ReferencesChristie, F. and B. Derewianka (2008) School Discourse: learning to write across the years ofschooling. London: Continuum.Coffin, C. (2006) Historical Discourse: the language of time, cause and evaluation. London:Continuum.Derewianka, B. 2006. Using appraisal theory to track interpersonal development in adolescentacademic writing. In A. McCabe. M. O´Donnell and R. Whittaker eds. Advances in Languageand Education. London: Continuum. 142-165.Veel, R. and Coffin, C. (1996) Learning to think like a historian: the language of secondaryschool history. In R. Hasan and G. Williams eds. Literacy in Society, Longman: London. 191-231.Whittaker, R., A. Llinares and A. McCabe (2011). Introducing and tracking participants inacademic written discourse. Language Teaching Research, 3. Special Issue: Content-BasedSecond Language Instruction. Eds. R. Lyster and S. Ballinger.PAPER SESSION 2B - ROOM 2 - MONDAY, 25 JULYISFC38 Book of Abstracts Page 165 Lisbon, July 2011