Browsing by Author "Castro, Claudia"

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    Dictatorship and the Cold War in Official Chilean History Textbooks
    (PALGRAVE, 2019) Oteiza Silva Maria Teresa; Castro, Claudia; Christophe, B; Gautschi, P; Thorp, R
    © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.This chapter reports on a study that explored how a group of EFL preservice teachers integrated content and language as they planned a Content and Language Integrated Learning (CLIL) unit designed for young learners. This classroom-based study was designed in an initial English language teacher education programme in Chile and was offered in a didactics course. In this course, a range of teaching strategies were taught—including CLIL and Reading to Learn (R2L)—to prepare preservice teachers to integrate content and language into their classrooms. Specifically, in this chapter we analyse five unit plans designed by 15 Chilean preservice teachers and their associated reflections on the challenges they faced planning the integration of content and language. Results of the research suggested that although participants attempted to integrate content and language in a balanced way, units tended to be content-focused, and the language elements were largely limited to vocabulary teaching. Therefore, the integration was not necessarily pedagogically effective in its guiding ambition. Yet, there were some well-intentioned efforts to integrate language and content as participants designed reading and writing activities which encouraged the use of vocabulary in a meaningful way, with some evidence of the implementation of some R2L principles. Given this context, the chapter seeks to further understand how EFL preservice teachers learn to teach CLIL, as well as providing several recommendations on how to assist future teachers move most effectively beyond vocabulary teaching when integrating content and language in EFL teaching context.
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    Historical explanations in the Rettig Report: The role of interpersonal grammatical metaphors
    (Taylor and Francis, 2022) Castro, Claudia; Oteiza Silva Maria Teresa
    This article explores different realizations of modality meanings in Spanish written language and their contribution to dialogic positionings in the field of the historical explanations provided in The National Commission for Truth and Reconciliation Report (1991) regarding human rights violations during Pinochet's dictatorship in Chile (1973-1990). From an ideological, socio-semiotic perspective anchored in the theoretical framework provided by Systemic Functional Linguistics, the analysis focuses on congruent and metaphorical expressions of modality in the text and their contribution to authors' positionings as organized in the system of engagement, considering, at the lexicogrammatical level, the place of modality in the interpersonal, ideational, and logical structure of the clause. The analysis shows the productive role of a range of realizations of modality meanings in the discourse to construe an interpretation of a conflicting, traumatic recent past and to present and validate the authorial voice regarding its mission and actions. An outline of grammatical interpersonal metaphors of modality for Spanish written language is also presented.