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The objective of this article is to review the main contributions of linguistics to the teaching of history and to evaluate its contributions to the ield. More speciically, the themes of historical writing and interactions in the history class will be dealt with. At present, knowledge systems and disciplines are more open to inter- and trans-disciplinary dialog. In this context, linguistics, a science that specializes in language, has permitted the study of how scientiic communities read and write in order to build their knowledge. In the case of history teaching in schools, the contributions of linguistics are varied; among them, the explicit ways in which history is taught and learned through the mediation of language. For this, different references are presented, such as the school of Sydney, Australia; Caroline Cofin, in the United Kingdom; Mary Schleppegrell, in the United Stated, and Teresa Oteíza, Mariana Achugar and the Urdimbre group in Latin America. In reviewing some works by these authors, we provide a panoramic view of some of the focuses that linguistic research in the teaching of history has had in the west to date. It is expected that this article will motivate interdisciplinarity and creativity to employ the language in our history classes. [ABSTRACT FROM AUTHOR]

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The aim of this article is to present a characterization of the stages of the academic genre "History reading test" written by students of History major. The purpose of the research that originates this article was to describe the ways by which historical significance is constructed in the written discourse of future historians. 16 written answers made by first to third year of History majors of the Pontifical Catholic University of Chile from different courses of Chilean History from XV century to XIX century compose the corpus of this investigation. Starting from the systematization proposed by Martin & Rose (2008), it was considered for the analysis of the "History reading test" the analytical framework of the Systemic- Functional Linguistics and the dimensions that build historical significance in the discourse: temporality, evidentiality and causality. The analysis allowed the identification of four stages for building the academic genre of "History reading test". These stages were grouped into: a) SYNTHESIS, b) CONTEXTUALIZATION, c) ARGUMENTATION, and c) CLOSING. We conclude that one of the main elements that affects the development of the stages and phases are the purpose of the reading test (content of the question or instruction) and the reformulation of the evidence. [ABSTRACT FROM AUTHOR]

The aim of this article is to present a characterization of the stages of the academic genre “History reading test” written by students of History major. The purpose of the research that originates this article was to describe the ways by which historical significance is constructed in the written discourse of future historians. 16 written answers made by first to third year of History majors of the Pontifical Catholic University of Chile from different courses of Chilean History from XV century to XIX century compose the corpus of this investigation. Starting from the systematization proposed by Martin & Rose (2008), it was considered for the analysis of the “History reading test” the analytical framework of the Systemic- Functional Linguistics and the dimensions that build historical significance in the discourse: temporality, evidentiality and causality. The analysis allowed the identification of four stages for building the academic genre of “History reading test”. These stages were grouped into: a) SYNTHESIS, b) CONTEXTUALIZATION, c) ARGUMENTATION, and c) CLOSING. We conclude that one of the main elements that affects the development of the stages and phases are the purpose of the reading test (content of the question or instruction) and the reformulation of the evidence. [ABSTRACT FROM AUTHOR]

Copyright of Salud Pública de México is the property of Instituto Nacional de Salud Publica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)