Browsing by Author "Oteiza Silva Maria Teresa"

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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.
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    Language resources to negotiate official and alternative memories of human rights violations in Chilean history: A study on classroom interactions
    (PALGRAVE, 2020) Oteiza Silva Maria Teresa
    This article explores social and historical memories of recent Chilean history in pedagogical recontextualisations of disciplinary knowledge in Grade 11 history classes. The discourse of history analysed relates to human rights violations committed during Pinochet's dictatorship (1973-1990) and the ways this traumatic past is negotiated in classroom interactions. The aim of this work is to contribute to understanding how the process of human rights violations is transmitted to new generations. The focus here is specifically on how historical processes and events are evaluated in these discourses, drawing on Martin and White's (2005) appraisal framework. As well as proposals by Oteiza and Pinner (2012), and Oteiza (2017), for the semantic domain of APPRECIATION, an elaboration developed to take into account the particularity and complexity of the processual cline (events, processes and situations) in historical discourses. In addition, the article analyses semantic gravity and semantic density from Legitimation Code Theory (Maton, 2014, 2016), to explore the levels of abstraction that, not only build cumulative knowledge, but also integrate personal and social memories of the recent past and `historin memories' of a sensitive period of Chilean history. This discourse analysis of classroom interactions is complemented with what teachers and students have reported regarding their experiences and memories of the recent past in interviews. The analysis of how evaluative prosodies of official and alternative memories regarding the recent Chilean past, are built in the discourse is informed by a socio-semiotic perspective of systemic functional linguistics (Achugar, 2016; Achugar, et al., 2014; Martin & White, 2005; Martin et al., 2010; Oteiza, 2014; 2018).
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    p EVALUATIVE LOGOGENESIS OF ADVERBS ENDING IN-MENTE IN HISTORICAL DISCOURSE OF CHILE
    (PALGRAVE, 2021) Rodriguez, Claudio Pinuer; Oteiza Silva Maria Teresa; Castro, Marco Contreras
    This article reports on the findings obtained in the exploration of the evaluative potential of adverbs ending in-mente in a text about the recent history of Chile. The study is situated in the semantic-discursive stratum of appraisal, from which the realization in the lexicogrammatical stratum is examined by means of the semantic model of appraisal and other approaches, which organize the evaluative meanings in three semiotic zones: engagement, attitude, and graduation. The results reveal the capacity of the adverb to express a variety of evaluative meanings, especially in the semantic regions of Force and Focus that categorize the graduation subsystem. This capacity includes the presence of evaluative couplings
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    POTENCIAL DE RECURSOS DE GRADACIÓN PARA CREAR SIGNIFICADOS VALORATIVOS EN EL DISCURSO ESCRITO DE LA HISTORIA
    (PALGRAVE, 2022) Oteiza Silva Maria Teresa; Pinuer C.
    © 2022 Authors. All rights reserved.This article presents an exploration of the evaluative potential of graduation resources in Chilean written Spanish in the field of history. In particular, this work analyses the interpersonal meanings of the subsystem of GRADATION, FORCE and FOCUS, which operate in the discursive semantic stratum of language, as part of the APPRAISAL system, within the framework of the Systemic Functional Linguistic theory. These resources work by accumulation in texts and contribute to the construction of evaluative prosodies. The main findings can be summarized as: i) predominance of graduations of FORCE by quantification or intensification over graduations of FOCUS; ii) evident privilege of the meanings of FORCE as [scope: time]; iii) acting of graduation on inscribed and invoked evaluative instances; and iv) functioning of graduation within nominalizations or ideational grammatical metaphors.