Students' Use of Evaluative Language in L2 English to Talk and Write about History in a Bilingual Education Programme

Autor/inn/en	Morton, Tom; Llinares, Ana
Titel	Students' Use of Evaluative Language in L2 English to Talk and Write about History in a Bilingual Education Programme
Quelle	In: International Journal of Bilingual Education and Bilingualism, 21 (2018) 4, S.496-508 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2016.1192101
Schlagwörter	Language Usage; English (Second Language); Second Language Learning; Second Language Instruction; Bilingual Education Programs; Computational Linguistics; Statistical Analysis; Longitudinal Studies; Oral Language; Case Studies; Comparative Analysis; Student Evaluation; Course Content; Foreign Countries; History Instruction; Content Area Writing; Language of Instruction; Cues; Secondary School Students; Qualitative Research; Spain (Madrid) + Suchen Sie Ihr Suchwort? Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Linguistics; Computerlinguistik; Statistische Analyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Oral interpretation; Mündlicher Sprachgebrauch; Case study; Fallstudie; Case Study; Schulnote; Studentische Bewertung; Kursprogramm; Ausland; History lessons; Geschichtsunterricht; Schriftliche Übung; Teaching language; Unterrichtssprache; Stichwort; Sekundarschüler; Qualitative Forschung
Abstract	This article reports on a four-year longitudinal study which investigates students' use of evaluative language in English as a second language (L2) to talk and write about history in a bilingual education programme. We focus on how four students use linguistic resources to adopt a stance to the content they are learning and develop an authoritative voice, for which they need to use evaluative language, in which people, actions, events and processes are appraised. We combine quantitative analysis of a spoken and written corpus with a qualitative analysis of students' spoken production in one-to-one interviews. Quantitative findings showed similarities and differences in the use of evaluative language among individual students both cross-sectionally and over the four years of study. Moreover, qualitative comparative analysis of the production of two of these students, who were differently rated by their teachers in their English skills, showed clear differences in their abilities to use linguistic resources to construct an appropriate 'historian's' voice in the L2. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01