Rachel Whittaker
List of John Benjamins publications in which Rachel Whittaker is involved.
2025 Genre and Cognitive Discourse Functions as lenses on disciplinary language in CLIL contexts: Insights from the UAM-CLIL Project SFL Appliability, Visibility and Accessibility, Stoian, Claudia E., Jorge Arús-Hita and Christian M.I.M. Matthiessen (eds.), pp. 234–262 | Article
The application of genre-based pedagogy (GBP) has a long tradition both in L1 educational contexts and more recently in L2 contexts, such as Content and Language Integrated Learning (CLIL) programmes. In these CLIL contexts, oral and written interaction are not always carried out through full… read more
2020 Chapter 13. Writing on history in a Content and Language Integrated Learning (CLIL) context: Development of grammatical metaphor and abstraction as evidence of language learning Writing and Language Learning: Advancing research agendas, Manchón, Rosa M. (ed.), pp. 309–332 | Chapter
In this chapter we attempt to answer Manchón and Williams’ (2016, p. 580) question as to “how language and writing develop in content-based instruction and CLIL programs” as a key concern in the study of writing as a site for language learning. Our longitudinal study from a CLIL context traces… read more
2017 Genre and appraisal in CLIL history texts: Developing the voice of the historian Applied Linguistics Perspectives on CLIL, Llinares, Ana and Tom Morton (eds.), pp. 105–124 | Article
This chapter offers a perspective on texts written in a CLIL class, highlighting the role of the interpersonal meanings covered by the appraisal framework (Martin & White 2005) in constructing the different genres of history, which are not only factual, but also include assigning value and… read more
2017 Commentary on Le Bouthillier Dissertation Summary Journal of Immersion and Content-Based Language Education 5:2, pp. 291–296 | Commentary
2010 Writing and speaking in the history class: A comparative analysis of CLIL and first language contexts Language Use and Language Learning in CLIL Classrooms, Dalton-Puffer, Christiane, Tarja Nikula and Ute Smit (eds.), pp. 125–144 | Article
This paper presents a comparative analysis of the language used by CLIL secondary school students of history and that of students following the same syllabus in their first language (Spanish). The data consists of spoken and written production: a whole-class end-of-topic summary session and short… read more