Info over sprekers

 

Plenaire sprekers

  • Rachel Whittaker, Universidad Autónoma de MadridRachel Whittaker
    Rachel Whittaker is a lecturer in the English Philology Department of the Madrid Universidad Autónoma. She works in the areas of reading and writing in Content and Language Integrated Learning (CLIL) and EFL, and in discourse analysis.

     

    Abstract Writing in secondary school CLIL contexts: genre and development in texts; scaffolding and interaction in classrooms
    In this talk I present two related views on writing in secondary school in CLIL contexts: that of development of genre and register in writing, and that of spoken interaction guided by these notions as a tool teachers can use to scaffold writing development. The studies discussed analyze texts collected over the four years of Obligatory Secondary Education in CLIL history classes in state schools in the Madrid region, as part of the UAM-CLIL corpus (Llinares et al. 2012). Analyses focus on the development of coherence, of register (Martin and Rose 2008) and of the “voice of the historian”, as manifested in the appraisal resources used (Coffin, 2006; Christie & Derewianka, 2008). The proposal for a principled approach to scaffolding interaction for oral work on writing is based on David Rose’s work with Reading to Learn  (Rose, 2012; Acevedo 2011; Rose and Martin 2012). This approach has recently been found to be useful  for CLIL contexts in which group collaborative writing takes place (TeL4ELE project). In the talk, then, I will try to give the audience a taste of the work of the UAM-CLIL group on written texts and of the possibilities of the Reading to Learn pedagogy for writing.

    Publications
    Whittaker, R., A. Llinares & A. McCabe (2011) Written discourse development in CLIL at secondary school. In Content-Based Language Teaching: Convergent Concerns Across Divergent Contexts Special issue of Language Teaching Research Roy Lyster & Susan Ballinger (eds.) Volume 15, 3, 343 -362.

    Llinares A. & R. Whittaker (2011) Functions of language in CLIL secondary classes: a systemic functional approach . In C. Escobar, & L. Nussbaum (eds.) Aprendre en una altra llengua/Learning through another Language/ Aprender en otra Lengua. Barcelona: UAB. 141-161.

    Whittaker, R. 2010. Using SFL in Content and Language Integrated Learning. NALDIC (National Association for Language Development in the Curriculum) Special Issue: Learning language, learning through language and learning about language: the contribution of systemic functional linguistics.

    Llinares A. & R. Whittaker (2010) Writing and speaking in the history class: data from CLIL and first language contexts. In C. Dalton-Puffer, T. Nikula & U. Smit (eds) Language Use in Content-and-Language Integrated Learning (CLIL). AILA Applied linguistic series (AALS). Amsterdam: John Benjamins Publishers. 125-143.

    Whittaker, R. & A. Llinares: CLIL in social science classrooms: analysis of spoken and written productions. In Y. Ruiz de Zarobe & R. M. Jiménez Catalán (eds.) Content and Language Integrated Learning. Evidence from Research in Europe. Bristol: Multilingual Matters. 215-234.

 

  •  Linda H. Mason, University of North Carolina
    Mason_LindaDr. Linda H. Mason is Associate Professor of Education at the University of North Carolina. Her research and teaching focuses on literacy for students with special needs, curriculum development, reading and writing methods, assessment, and effective instruction. She has been awarded two U.S. Department of Education grants focusing on reading comprehension and writing intervention for low-achieving students.

     

    Abstract Establishing Writing Routines in the Content Classroom
    Writing development begins with lower-level skill mastery and progresses to the higher-level writing processes of planning, generating organized and interesting text, and revising and editing to create text. When these higher-level writing processes occur in academic content domains such as literature, science, social studies, and history, learning shifts from a learning-to-write model to writing-to-learn. Many students, however, lack the skills required for writing successfully in the content classroom. These students need support in applying writing process skills to content writing tasks. Unfortunately, many content teachers lack experience in developing students’ writing skills. In this session, activities for establishing writing-to-learn routines in the content classroom will be described. Procedures for Self-Regulated Strategy Development (SRSD) for short and extended writing will be used to illustrate a proven model for effective writing-to-learn instruction. Research-based writing-to-learn strategy instruction approaches will be presented. Special attention will be given to how to implement approaches to support narrative, informative, and persuasive writing in literature, science, social studies, and history. Adaptations and modifications, as noted by researchers and teacher practitioners, to meet the needs of diverse learners, will be highlighted.

    Publications
    Mason, L.H., Reid, R., & Hagaman, J. (2012).  Building comprehension in adolescents: Powerful strategies for improving reading and writing in content areas. Baltimore: Brooks Publishing Co. Inc

    Harris, K.R., Graham, S., Mason, L. H., & Friedlander, B. (2008). Powerful writing strategies for all students. Baltimore: Brooks Publishing Co. Inc.

    Mason, L.H., Meadan, H., Hedin, L, & Cramer, A. (2012). A qualitative examination of intervention effects on students’ motivation for reading and writing. Reading and Writing Quarterly, 28, 70-96.

    Berry, A., & Mason, L.H. (2012). The effects of self-regulated strategy development on the writing of expository essays for adults with written expression difficulties: Preparing for the GED. Remedial and Special Education, 33, 124-136.