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

A Pedagogical Framework for Contentlanguage Integrated Teaching at Middle School Level

“…To support students' language development within and across the years, there needs to be a systematic approach in identifying and planning the language objectives to ensure opportunities for progression. Systemic functional linguistics (SFL), based on Halliday's (2004aHalliday's ( , 2004b) work on how language makes meaning, has been recognized as a possible effective resource to support this planning (Christie & Derewianka, 2008;Coffin, 2006;Lightbown, 2014;Llinares, Morton, & Whittaker, 2012;Schleppegrell & de Oliveira, 2006). Schleppegrell and de Oliveira (2006) found that teachers without a language teaching background could be helped to use SFL to analyze the content of texts, which is a way to identify the language of the content from which language objectives are derived.…”

Thomas Jefferson, Slavery, and the Language of the Textbook: Addressing Problematic Representations of Race and Power

“…To date, researchers have applied SFL methods of discourse analysis to students and teachers' writing in history (Coffin, 2006a;2006b) as well as school history textbooks (Achugar & Schleppegrell, 2005;Coffin, 2003;Orteiza, 2003). As a language-based pedagogy, SFL and a focus on metalanguage has been proven to help students, particularly English Learners and Language Minority students, develop academic language and make meaning from written JUDGEMENT is a system that serves to appraise hu- Table 2).…”

Language, learning and electronic communications media

“…This body of research is based on the premise that language description derived from detailed linguistic analysis in specific educational contexts provides teachers with important insights into the role of language in learning. Research studies show that through sharing knowledge about language form and function, and through modelling effective language use, teachers can help students to critically analyse texts as well as independently construct their own meanings (Coffin, 2006b, Donohue, 2002. In the paper by Coffin et al, the linguistic analysis expands the 'argument genre' framework devised originally for essays and adapts it for the analysis of text based conferencing.…”