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DEVELOPING THE VOICE OF A HISTORIAN IN FRENCH-MEDIUM CLIL HISTORY COURSES. A STUDY AMONG FLEMISH ADOLESCENTS.

Yıl 2021, , 155 - 165, 31.12.2021
https://doi.org/10.18768/ijaedu.961042

Öz

More and more Flemish pupils are taking history courses in a foreign language. In that school subject, pupils develop historical insight and learn to report on historical events, their possible interpretations and the importance of those events for the further course of history in the CLIL-language. This study examined the extent to which CLIL and non-CLIL pupils from the second grade of secondary education (15-year-olds) can express this historical view ("the voice of the historian") in a French-medium written text in the context of history lessons. Two Flemish CLIL classes and one non-CLIL class were given an essay question containing three types of questions that historians usually ask themselves: ‘what are the objective facts?’, ‘How can I interpret those facts?’, ‘How do I estimate the importance of the events?’. These questions were answered with respect to contents relating to the Great Voyages of Discovery and Reformation and Counter Reformation.
A qualitative interpretative linguistic-semiotic discourse analytic approach, inspired by Halliday’s Systemic Functional Linguistic Framework (Halliday & Mathiessen, 2014) and Martin & White’s (2005) ‘evaluative language’ framework, was used to analyze the data. Thus, our analysis involved checking whether the learners were able to realize the textual, interpersonal and ideational functions of written discourse in the CLIL-language (French) using a neutral, non-graduating register.
The results based on an analysis of 36 essays show that students of that age can produce a coherent text in answer to the set essay questions and demonstrate the ability to use the voice of the historian within an educational context. Thus, they are able to address the three elements of the voice of the historian (facts, interpretations, importance) in their texts, at least at a level that can be expected of 15-year-olds. CLIL learners appear to be able to do this slightly better than non-CLIL learners. On the other hand, non-CLIL learners are able to realize the textual dimension, as defined within the SFL framework, somewhat better than CLIL learners, noting especially that CLIL learners use a somewhat more subjective, more graduating style, than non-CLIL learners. Overall, however, CLIL learners' texts score 5% higher than those of non-CLIL learners.
This small-scale qualitative study on students’ ability to write as historians in a foreign language within the context of CLIL-education demonstrates that the knowledge, skills and ways of reasoning to be acquired within history education can be acquired equally well, if not better, in CLIL-classes as in non-CLIL-classes. Awareness and understanding of the linguistic demands involved in the acquisition of the ability to realize the textual, ideational and interpersonal functions of historical reports in a foreign language may constitute an important step in further professionalizing CLIL-teachers. We hope our research may inform policy makers and teacher educators about the need to educate CLIL-teachers in this respect, ultimately to improve the quality of all CLIL education.

Kaynakça

  • Davidse, K., Van Praet, W., & Njende, N.M. (2019). Introduction: communicative dynamism. Acta linguistica hafniensia, 51(2), 107-123. https://doi.org/10.1080/03740463.2019.1695242
  • Department of Education (2013). History Programme of Study Key Stage 3. Crown.
  • Council of Europe (2015). Language skills for successful subject learning. CEFR-linked descriptors for mathematics and history/civics. Available at www.ecml.at
  • Council of Europe (2016). A handbook for curriculum development and teacher training. The language dimension in all subjects. Available at www.ecml.at
  • Halliday, M.A.K., Matthiessen, C. (2004). An introduction to functional grammar. 3rd ed. Edward Arnold.
  • Llinares, A., & Morton, T. (2017). Applied linguistics perspectives on CLIL (Vol. 47). John Benjamins Publishing Company.
  • Martin, J., White, P.R.R. (2007). The Language of evaluation: Appraisal in English. Palgrave Macmillan UK. https://doi.org/10.1057/9780230511910
  • Ofqual (2020) GCSE Subject Level Conditions and Requirements for History (2021). Ofqual.
  • Pavon Vazquez, V. (2018). Innovations and Challenges in CLIL Research: Exploring the Development of Subject-Specific Literacies. Theory into practice, 57(3), 204-211. https://doi.org/10.1080/00405841.2018.1484035
  • Recour, J. (2021). ‘Pendant les cours d’histoire, j’apprends le français aussi.’ De ontwikkeling van de voice of the historian tijdens CLIL-lessen geschiedenis. Een onderzoek onder Vlaamse leerlingen (Master thesis). KU Leuven: Faculteit Letteren.
  • Sercu, L., & Strobbe, L. (2010). Geïntegreerd taal- en zaakvakonderwijs in het 9-voud. Een voorlopige balans van 3 proeftuinjaren. Impuls voor Onderwijsbegeleiding, 4, 147–155.
  • Strobbe, L., Sercu, L., & Strobbe, J. (2013). Je vak in een vreemde taal?: wegwijzer voor de CLIL-onderwijspraktijk. Acco.
  • VVKSO (1999) Leerplan Geschiedenis. Aso. 2de graad. VVKSO.
  • VVKSO (2012) Leerplan Nederlands. Aso. 2de graad. VVKSO.
  • VVKSO (2012b) Leerplan Frans. Aso. 2de graad. VVKSO.
Yıl 2021, , 155 - 165, 31.12.2021
https://doi.org/10.18768/ijaedu.961042

Öz

Kaynakça

  • Davidse, K., Van Praet, W., & Njende, N.M. (2019). Introduction: communicative dynamism. Acta linguistica hafniensia, 51(2), 107-123. https://doi.org/10.1080/03740463.2019.1695242
  • Department of Education (2013). History Programme of Study Key Stage 3. Crown.
  • Council of Europe (2015). Language skills for successful subject learning. CEFR-linked descriptors for mathematics and history/civics. Available at www.ecml.at
  • Council of Europe (2016). A handbook for curriculum development and teacher training. The language dimension in all subjects. Available at www.ecml.at
  • Halliday, M.A.K., Matthiessen, C. (2004). An introduction to functional grammar. 3rd ed. Edward Arnold.
  • Llinares, A., & Morton, T. (2017). Applied linguistics perspectives on CLIL (Vol. 47). John Benjamins Publishing Company.
  • Martin, J., White, P.R.R. (2007). The Language of evaluation: Appraisal in English. Palgrave Macmillan UK. https://doi.org/10.1057/9780230511910
  • Ofqual (2020) GCSE Subject Level Conditions and Requirements for History (2021). Ofqual.
  • Pavon Vazquez, V. (2018). Innovations and Challenges in CLIL Research: Exploring the Development of Subject-Specific Literacies. Theory into practice, 57(3), 204-211. https://doi.org/10.1080/00405841.2018.1484035
  • Recour, J. (2021). ‘Pendant les cours d’histoire, j’apprends le français aussi.’ De ontwikkeling van de voice of the historian tijdens CLIL-lessen geschiedenis. Een onderzoek onder Vlaamse leerlingen (Master thesis). KU Leuven: Faculteit Letteren.
  • Sercu, L., & Strobbe, L. (2010). Geïntegreerd taal- en zaakvakonderwijs in het 9-voud. Een voorlopige balans van 3 proeftuinjaren. Impuls voor Onderwijsbegeleiding, 4, 147–155.
  • Strobbe, L., Sercu, L., & Strobbe, J. (2013). Je vak in een vreemde taal?: wegwijzer voor de CLIL-onderwijspraktijk. Acco.
  • VVKSO (1999) Leerplan Geschiedenis. Aso. 2de graad. VVKSO.
  • VVKSO (2012) Leerplan Nederlands. Aso. 2de graad. VVKSO.
  • VVKSO (2012b) Leerplan Frans. Aso. 2de graad. VVKSO.
Toplam 15 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Lies Sercu

Yayımlanma Tarihi 31 Aralık 2021
Gönderilme Tarihi 1 Temmuz 2021
Yayımlandığı Sayı Yıl 2021

Kaynak Göster

EndNote Sercu L (01 Aralık 2021) DEVELOPING THE VOICE OF A HISTORIAN IN FRENCH-MEDIUM CLIL HISTORY COURSES. A STUDY AMONG FLEMISH ADOLESCENTS. IJAEDU- International E-Journal of Advances in Education 7 21 155–165.

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