Telling the past in a second language.
.
Aspects of CLIL for History
Francisco Lorenzo,
Universidad P. Olavide, Seville
[email protected]
History: content and
language
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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
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Here and now language (BICS) vs. there and then (CALP):
" 
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L1 historical literacy
L2 historical biliteracy
State of the art on bilingual History
discourse
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Cronology construction: complex time framework
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Lexical density: complex noun phrase:
spinning machine: a simple, wooden framed machine that
cost about £6 for a 40 spindle model in 1792 and was
used mainly by home spinners
only
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Abstraction: processes are packed up like abstract nouns or concepts
Racial hatred - they hated other races.
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Lexical metaphors financial necrosis
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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
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Coh-metrix: measures cohesion and coherence.
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Syntactic Complexity Analyser: measures sentence
complexity ratio: subordination, complex nominals, etc.
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Lexical Complexity Analyser: a) lexical density ; b)
lexical sophistication c) lexical
The studies: The Seneca
Corpus
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Cross sectional study: L2 complex syntax and lexicon.
(ages 14-18)
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Cross sectional study: L2 cohesion and coherence.
(ages 14-18)
Longitudinal study: L1 and L2 over a period of three years
(ages 12-16)
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3CLIL schools (urban settings). 40% L2 CLIL. Including History.
N= 226. // 4 educational levels, from 9th grade to 12th grade.
(13-17).
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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
Cosmogony
Biographical account:
story of someone else’s
life; narrative
Historical account:
naturalizing linearization
rendering the grand
narrative inevitable;
narrative
Factorial explanation:
complexifying of what
leads on to/from what;
expository
Chronicle
Treaty
KEY LINGUISTIC
FEATURE
Third person, setting in
time; third person; other
specific participants
Incongruent external
causal unfolding; third
person; mainly generic
participants; prosodic
judgement
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
[email protected]
! 
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