Building literacies in secondary school history: The specific contribution of academic writing support
Keywords: 
Content and language integrated learning (CLIL)
Bilingual education
Disciplinary literacy
L2 writing
Cognitive discourse functions
Issue Date: 
2019
Publisher: 
E-JournALL
ISSN: 
2376-905X
Note: 
This work is licensed under a Creative Commons Attribution 4.0 International License.
Citation: 
Breeze, R., & Gern Jiménez-Villarejo, P. (2019). Building literacies in secondary school history: The specific contribution of academic writing support. E-JournALL, EuroAmerican Journal of Applied Linguistics and Languages, 6(1), 21-36.
Abstract
This paper considers the specific role and effect of academic writing support in a secondary school Content and Language Integrated Learning (CLIL) context. After discussing the potential place for academic writing support in the ongoing process of fostering disciplinary literacy, we report on an experimental study in which 45 Spanish secondary school students received a short academic writing module as part of their history course. The descriptions/explanations written in their post-tests were generally found to be more complete, with more explicit discourse markers and with better textual organization than the pre-tests. We discuss the implications of this for students’ progress towards disciplinary literacy.
Este estudio considera el papel específico y el efecto del apoyo a la escritura académica en un contexto AICLE de escuela secundaria. Después de analizar el lugar potencial que el apoyo a la escritura académica podría tener en el proceso continuo de promoción de la literacidad disciplinar, se presentan los resultados de un estudio experimental en el que 45 estudiantes españoles de la escuela secundaria recibieron un breve módulo de escritura académica como parte de su curso de historia. Las descripciones / explicaciones escritas en sus post-tests se consideraron generalmente más completas, con marcadores de discurso más explícitos y con una mejor organización textual que las pre-tests. Finalmente, se discuten las implicaciones de estos resultados para el desarrollo de la literacidad disciplinar por parte de los estudiantes.

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