Telling the past in a second language.

Aspects of CLIL for History. Francisco Lorenzo, Universidad P. Olavide, Seville fjlorber@upo.es

History: content and language !  History: ”descriptions of long time spans with accounts of thresholds, ruptures,

breaks, mutations and transformations” (Carrard 1995: 68) Textual deregulation.

!  Linguistic turn in History Studies: mainly concerned with change and causality

- change: external analypsis / prolypsis : what happened before, after and at the same time as the events recounted. - causality: multiple causation

!  Here and now language (BICS) vs. there and then (CALP):

"  L1 historical literacy "  L2 historical biliteracy

State of the art on bilingual History discourse

!  Cronology construction: complex time framework !  Lexical density: complex noun phrase:

spinning machine: a simple, wooden framed machine that only cost about £6 for a 40 spindle model in 1792 and was used mainly by home spinners

!  Abstraction: processes are packed up like abstract nouns or concepts

Racial hatred - they hated other races. !  Lexical metaphors financial necrosis !  Grammar metaphor: To pick such a man as his minister showed how

little James cared for his people’s opinions. !  Embeddednes and recursion

History CLIL 8th grade: The Industrial Revolution:

The First Industrial Revolution (only noun phrase with two premodifiers) started in the 18th c. in the UK and then it spreads out all over the world. One of the main changes which took place then was the invention of the train and the steamboat, as well as the construction of roads, railways and canals. The train and the steamboat were built when the steam engine was applied to transports. The first canal which was opened was the one which went from a mine to Manchester and the first railway went to Manchester too. Those new transports were used to move people and goods which became cheaper because the transport was cheap too. In addition, everything was nearer than it was before because the train or the steamboat were really quickly. Due to that, the trade grew (simple embeddednes, causal link). Those transports used to use steam power that they took from coal and it produced too much pollution. But there were terrible things that used to happen then. Children used to work in mines where tall people couldn’t enter, and people used to live in very poor conditions in cities because many people moved from the country to the cities which became dirtier and polluted. (simple, not complex timeframe)

History CLIL 12th grade: Spain on the road to democracy. XXth c.

Right after the death of Franco (topicalization), a process to launch a new political system started to take place in Spain directly helped by the nowadays Spanish king, Juan Carlos I. He had an important role when stopping all opposition to democracy, specially in the “coup d'état” by Tejero. This is probably the reason why monarchy was widely accepted by the Spanish population at that time. Thanks to his actions 36 years ago, we can now enjoy a democracy and everything it brings with it (equality, rights to respect and above all, freedom).The problem now is that after this transition-to-democracy process, the monarchical system has become too old-fashioned to stay the same. The recent protests are just one more proof that monarchy is coming to an end. Besides the general discontent of the population due to the high unemployment rates and the low income an average family gets (complex noun phrases), the royal family is destroying his image with corrupt new members, private schools for their children and summer holidays in expensive places (extreme embeddedness).

Automated tools for academic discourse assessment

!  Coh-metrix: measures cohesion and coherence. !  Syntactic Complexity Analyser: measures sentence

complexity ratio: subordination, complex nominals, etc. !  Lexical Complexity Analyser: a) lexical density ; b)

lexical sophistication c) lexical

The studies: The Seneca Corpus !  Cross sectional study: L2 complex syntax and lexicon.

(ages 14-18) !  Cross sectional study: L2 cohesion and coherence. (ages 14-18) !  Longitudinal study: L1 and L2 over a period of three years (ages 12-16) !  3CLIL schools (urban settings). 40% L2 CLIL. Including History.

N= 226. // 4 educational levels, from 9th grade to 12th grade.(13-17).

!  Task: writing a historical narrative on a topic in the official

curriculum, without prior teaching.

Martin (2009): a social semiotic perspective of genres.

Second Language Instruction Competence ! Bilingualism without tears (Swain,

1983). " Genre-based syllabus for CLIL. " CLIL integrated curriculum. " CLIL teaching materials: pretask/task/

postask.

Genre-based syllabus for CLIL. Lorenzo (2013)

Cosmogony

A summary of the Egyptian cosmology ! At first there was darkness and an ocean called Nun ! The Lord of Creation rose and spat out the elements of

moisture and air. ! The twins, Shu and Tefnut gave birth to the Earth God,

Geb, and the Sky Goddess, Nut ! The Earth God and the Sky Goddess had four children:

Osiris, Isis, Seth and Nephthys

Chronicle

The Anglo-Saxon Chronicle The island Britain is 800 miles long, and 200 miles broad. And there are in the island five nations; English, Welsh (or British), Scottish, Pictish, and Latin. The first inhabitants were the Britons, who came from Armenia, and first peopled Britain southward. Then happened it, that the Picts came south from Scythia, with long ships, not many; and, landing first in the northern part of Ireland, they told the Scots that they must dwell there. But they would not give them leave; for the Scots told them that they could not all dwell there together; "But," said the Scots, "we can nevertheless give you advice. We know another island here to the east. There you may dwell, if you will.

Treaty

Treaty of Versailles: Organisation of labour Whereas the League of Nations has for its object the establishment of universal peace, and such a peace can be established only if it is based upon social justice; and whereas conditions of labour exist involving such injustice, hardship, and privation to large numbers of people as to produce unrest so great that the peace and harmony of the world are imperilled; and an improvement of those conditions is urgently required: as, for example, by the regulation of the hours of work, including the establishment of a maximum working day and week, the regulation of the labour supply, the prevention of unemployment, the provision of an adequate living wage, the protection of the worker against sickness, disease and injury arising out of his employment, the protection of children, young persons and women, provision for old age and injury, protection of the interests of workers when employed in countries other than their own recognition of the principle of freedom of association, the organisation of vocational and technical education and other measures;

I

HISTORY GENRE TEXTUAL SCOPE KEY LINGUISTIC FEATURE

Cosmogony Biographical account: story of someone else’s life; narrative

Third person, setting in time; third person; other specific participants

Chronicle Historical account: naturalizing linearization rendering the grand narrative inevitable; narrative

Incongruent external causal unfolding; third person; mainly generic participants; prosodic judgement

Treaty Factorial explanation: complexifying of what leads on to/from what; expository

Internal organization of factors; factors externally linked to outcome, generic participants

CLIL integrated curriculum

Lorenzo (2007)

http://www.juntadeandalucia.es/educacion/webportal/web/portal-de-plurilinguismo

CLIL Teaching materials (Moore and Lorenzo, in press)

Thanks fjlorber@upo.es

!  Dalton-Puffer, C., Llinares, A., Lorenzo, F. & Nikula, T. (2014) “You can stand under my umbrella”: Immersion, CLIL and bilingual education. A response to Cenoz, Genesee & Gorter (2013). Applied Linguistics. 35 (2):213-218.

!  Moore, P. and Lorenzo, F. (in press) Task-based Learning and CLIL Materials Design. process to product. Language Learning Journal.

!  Lorenzo, F. (2007) An analytical framework of language integration

in L2-content based courses: the European dimension. Language and Education, 21 (VI), 503-516.

!  Lorenzo (2013). Genre-based curricula: multilingual academic literacy in

content and language integrated learning. International Journal of Bilingual Education and Bilingualism, 16, 3, 375–388