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Knowing and writing school history : the language of students' expository writing and teachers' expectations / Luciana C. de Oliveira

Main Author Oliveira, Luciana C. de Country Estados Unidos. Publication Charlotte : Information Age Publishing, cop. 2011 Description XVIII, 152 p. : il., tabelas ; 24 cm ISBN 978-1-61735-336-9 CDU 93:372.893 372.893:93
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Item type Current location Call number Status Date due Barcode Item holds
Monografia Biblioteca de Ciências da Educação
BCE 93:372.893 - O Available 415682
Total holds: 0

Enhanced descriptions from Syndetics:

Because school history often relies on reading and writing and has its own discipline-specific challenges, it is important to understand the language demands of this content area, the typical writing requirements, and the language expectations of historical discourse. History uses language in specialized ways, so it can be challenging for students to construct responses to historical events. It is only through a focus on these specialized ways of presenting and constructing historical content that students will see how language is used to construe particular contexts. This book provides the results of a qualitative study that investigated the language resources that 8th and 11th grade students drew on to write an exposition and considered the role of writing in school history. The study combined a functional linguistic analysis of student writing with educational considerations in the underresearched content area of history. Data set consisted of writing done by students who were English language learners and other culturally and linguistically diverse students from two school districts in California. The book is an investigation of expository school history writing and teachers' expectations for this type of writing. School history writing refers to the kind of historical writing expected of students at the pre-college levels. The audience for the book includes researchers and students in advanced undergraduate and graduate courses in applied linguistics and education. The book is particularly valuable for those interested in applications of systemicfunctional linguistics in education. The issues covered in the book make it appropriate for those concerned with the expectations and challenges of literacy development in secondary content area classes.

Reviews provided by Syndetics


Oliveira (Purdue Univ.) examines an under-explored area of education research--history teachers' expectations, practices, and challenges in educating students. Part of the study, which was previously published, focuses on reading, writing, and analysis as critical skills in teaching and learning. Information from expository writing tasks in grades 8 and 11 in two California districts is presented, and the findings from teacher questionnaire and interview data are disturbingly revealing. Despite the critical importance of writing in the development of students' literacy and historical understanding, a number of factors (e.g., state and federal mandates and lack of time and expertise) limit teachers' emphasis on writing instruction. The author's experience teaching English-language learners makes this research study significant because the role of linguistics in teaching a content area such as history is often overlooked in teacher education. Because of this study, a cogent case can be made for writing across the curriculum and linguistic knowledge as part of professional development for all teachers, novices as well as veterans, in all content areas. Summing Up: Recommended. Graduate, research, and professional collections. E. Razzano Lyndon State College

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