Learning history and learning language: Focusing on language in historical explanations to support english language learners

Instructional Explanations in the Disciplines

Volumn , Issue , 2010, Pages 145-169

  Achugar, Mariana ^a   Stainton, Catherine ^b  

^a CARNEGIE MELLON UNIVERSITY   (United States)

^b UNIVERSITY OF PITTSBURGH   (United States)

Author keywords

English language learners; functional approach to disciplinary literacy; history teaching; Language based instructional explanations

Indexed keywords

EID: 84865306591     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1007/978-1-4419-0594-9_10     Document Type: Chapter

References (53)

1. Achugar, M., & Schleppegrell, M. J. (2005). Beyond connectors: The construction of cause in history textbooks. Linguistics and Education, 16(3), 298-318
2. Achugar, M., Schleppegrell, M. J., & Oteiza, T. (2007). Engaging teachers in language analysis: a functional linguistics approach to reflective literacy. Teaching English: Practice and Critique, 6(2), 8-24.
3. August, D., & Shanahan, T. (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on language-minority children and youth. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
4. Coffin, C. (2004). Learning to write history: The role of causality. Written Communication, 21, 261-289.
5. Coffin, C. (2006). Historical discourse: The language of time, cause and evaluation. London: Continuum.
6. Collier, V. (1992) A Synthesis of studies examining long-term language minority student data on academic achievement. The Bilingual Research Journal, 16(1-2), 187-212.
7. Cope, B., & Kalantzis, M. (1993). The powers of literacy: A genre approach to teaching writing. Pittsburgh, PA: University of Pittsburgh Press.
8. Davison, C., & Williams, A. (2001). Integrating language and content: Unresolved issues. In B. Mohan, C. Leung, & C. Davison (Eds.), English as a second language in the mainstream: Teaching, learning and identity (pp. 51-70). Harlow, UK: Longman Pearson.
9. Droga, L., & Humphery, S. (2002) Getting started with functional grammar. Berry, N.S.W: Target Texts.
10. Echevarria, J., Short, D., & Powers, K. (2006). School reform and standards-based education: A model for English-language learners. Journal of Educational Research 9(4), 195-210.
11. Echevarria, J., Vogt, M. E., & Short, D. J. (2004). Making content comprehensible for English learners. The SIOP model (2nd ed.). Needham Heights, MA: Allyn & Bacon.
12. Eggins, S., Wignell, P., & Martin, J. R. (1993). The discourse of history: distancing the recoverable past. In M. Ghadessy (ed.), Register analysis: Theory and practice (pp. 75-109). London: Pinter Publishing
13. Gargani, J. (2006). Technical memo: Preliminary analysis of UC Davis GJUHSD teaching American history project. Berkeley, CA: Gargani & Co.
14. Genesee, F., Lindholm-Leary, K., Saunders, W., & Christian, D. (Eds.). (2006). Educating English language learners. Cambridge: Cambridge University Press.
15. Halliday, M. A. K. (1993). Towards a language-based theory of learning, Linguistics and Education, 5, 93-116.
16. Halliday, M. A. K (1994). An introduction to functional grammar. London: Edward Arnold.
17. Holt, T. (1990). Thinking historically: Narrative, imagination, and understanding. New York: College Entrance Examination Board.
18. Kindler, A. (2002) Survey of the States' Limited English Proficient Students & Available Educational Programs and Services. 1999-2000 Summary Report. (OBEMLA, Task 5.1, Contract No. ED-00-CO-0113). Washington, D.C.: The George Washington University.
19. Lee, C. (1995). A culturally based cognitive apprenticeship: Teaching African American high school students skills in literary interpretation. Reading Research Quarterly, 30(4), 608-631.
20. Lee, C. (2004). Literacy in the academic disciplines and the needs of adolescent struggling readers. Annenberg Institute for School Reform, VUE, 14-25.
21. Leinhardt, G. (1993). Weaving instructional explanations in history. British Journal of Educational Psychology, 63, 46-74.
22. Leinhardt, G. (1994). History: A time to be mindful. In G. Leinhardt, I. Beck, & C. Stainton (Eds.), Teaching and learning in history (pp. 209-255). Hillsdale, NJ: Lawrence Erlbaum.
23. Leinhardt, G. (2001). Instructional explanations: A commonplace for teaching and location for contrast. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 333-357). Washington, DD: American Educational Research Association.
24. Leinhardt, G., Stainton, C., & Virji, S. M (1994). A sense of history. Educational Payschologist, 29(2), 79-88.
25. Leinhardt, G., Stainton, C., Virji, S. M., & Odoroff, E. (1994). Learning to reason in history: Mindlessness to mindfulness. In M. Carretero & J. Voss (Eds.), Cognitive and instructional processes in the social sciences (pp. 131-158). Hillsdale, NJ: Lawrence Erlbaum Associates.
26. Leinhardt, G., & Young, K. M. (1996). Two texts, three readers: Distance and expertise in reading history. Cognition and Instruction, 14(4), 441-486.
27. Martin, J. R. (1991). Nominalization in science and humanities: Distilling knowledge and scaffolding text. Functional and Systemic Linguistics. E. Ventola. Berlin, Mouton de Gruyter: 307-337.
28. Martin, J. R. (1997). Analysing genre: functional parameters. In F. Christie & J. R. Martin (Eds.), Genre and institutions (pp. 3-39). London: Cassell.
29. Martin, J. R. (2002). Writing history: construing time and value in discourses of the past. In M. J. Schleppegrell & M. C. Colombi (Eds.), Developing advanced literacy in first and second languages: Meaning with power (pp. 87-118). Mahwah, NJ: Lawrence Earlbaum Associates.
30. McKeown, M. G., & Beck, I. L. (1990) The assessment and characterization of young learner's knowledge of a topic in history. American Educational Research Journal, 27(4), 688-726.
31. Mohan, B., & Beckett, G. H. (2001). A functional approach to research on content-based language learning: Recasts in causal explanations. The Canadian Modern Language Review, 58(1), 133-155.
32. Mohan, B., & Slater, T. (2005). A functional perspective on the critical 'theory/practice' relation in teaching language and science. Linguistics and Education, 16, 151-172.
33. National Center for Education Statistics (2002). Schools and staffing survey, 1999-2000: Overview of the data for public, private, public charter, and Bureau of Indian Affairs elementary and secondary schools. (NCES Publication No. 2002-313). Washington, DC: U.S. Department of Education, National Center for Education Statistics.
34. Schleppegrell, M. (2004). The language of schooling. A functional linguistic perspective. Mahwah, NJ: Lawrence Erlbaum Associates.
35. Schleppegrell, M., & Achugar, M. (2003.) Learning language and learning history: A functional linguistics approach. TESOL Journal, 12(2), 21-27.
36. Schleppegrell, M., Achugar, M., & Oteíza, T. (2004). The grammar of history: Enhancing content-based instruction through a functional focus on language. TESOL Quarterly, 38(1), 67-93.
37. Schleppegrell, M. J., & de Oliveira, L. C. (2006). An integrated language and content approach for history teachers. Journal of English for Academic Purposes, 5(4), 254-268.
38. Schleppegrell, M. J., Gargani, J., Berman, A., de Oliveira, L., & McTygue, N. (2006). Supporting student writing in history: Outcomes of professional development with a focus on language. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
39. Schleppegrell, M. J., Greer, S., & Taylor, S. (2008) Literacy in history: language and meaning. Australian Journal of Language and Literacy, 31(2), 174-187.
40. Short, D. J. (1991). Integrating language and content instruction: Strategies and techniques: National Clearinghouse for Bilingual Education. Washington, DC.
41. Short, D. J. (1993). Integrating language and culture in middle school American history classes: National Center for Research on Cultural Diversity and Second Language Learning. Berkeley, University of California at Berkeley.
42. Shulman, L. (1986) Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
43. Slavin, R., & Cheung, A. (2005) A synthesis of research on language of reading instruction for English Language Learners. Review of Educational Research, 75(2), 247-284.
44. Unsworth, L. (1999). Developing critical understanding of the specialised language of school science and history texts: A functional grammatical perspective. Journal of Adolescent and Adult Literacy, 42(7), 508-521.
45. U.S. Census Bureau (2007). The American Community: Blacks 2004. American Community Survey reports. U.S. Department of Commerce Economics and Statistics Administration.
46. Veel, R., & Coffin, C. (1996). Learning to think like an historian: the language of secondary school history. In. R. Hasan & G. Williams (Eds.), Literacy in society (pp. 191-231). London: Longman.
47. Vygotsky, L. S. (1978). Mind in society. The development of higher psychological processes. Cambridge, MA: Harvard University Press.
48. Wineburg, S. (1998). Reading Abraham Lincoln: An expert/expert study in the interpretation of historical texts. Cognitive Science, 22(3), 319-346.
49. Wineburg, S. (2001). Historical thinking and other unnatural acts: Charting the future of teaching the past. Philadelphia: Temple University.
50. Wineburg, S. (2006). A sobering big idea. Phi Delta Kappan, 87(5), 401-402.
51. Wineburg, S., & Wilson, S. (1991) Subject-matter knowledge in the teaching of history. In Advances in research on teaching (Vol. 2, pp. 305-347).
52. Young, K. M., & Leinhardt, G. (1998). Writing from primary documents: A way of knowing in history. Written Communication, 15(1), 25-68.
53. Young, K. M., & Leinhardt, G. (1996). Wildflowers, sheep and democracy: The role of analogy in the teaching and learning of history. In J. G. Voss & M. Carretero (Vol. Eds.), International review of history education: Vol. 2 Learning and reasoning in history (pp. 154-196). London: Woburn Press.