Francisco Lorenzo is a tenured lecturer at the Department of Philology and Translation at Universidad Pablo de Olavide (Seville) and has been a visiting scholar at the Department of Linguistics (Harvard University), Institute of Education (University of London) and Centre for Applied Language Studies (University of Jyväskyla, Finland). His research work has focused on the study of second language acquisition and bilingualism, sociolinguistics and sociology of language and European language policies. On these issues he has carried research which has been published in Applied Linguistics, European Journal of Language Policy, Language Learning Journal, Language and Education and International Journal of Bilingual Education and Bilingualism. Lorenzo is also the author of several monographs: Motivación y Segundas Lenguas (Arcolibro, 2006), Educación Bilingüe (Síntesis, 2011) (with J.M. Vez y F. Trujillo) and Competencia Comunicativa en Español L2 (Edinumen, 2004) (with S. Ruhstaller). As a PhD director, he has supervised research on different research topics: CLIL programs in Europe (Dr. Fabrizio Maggi), European language policies on non lingua francas (Dr. América Pérez) and oral competence in educational bilingual programs (Dr. Pat Moore). Currently, his research centers around complex syntax in L1 and L2 and historical biliteracy. He has been director of a number of masters programmes at his home institution: Máster de Enseñanza de Español ELE, Master de Enseñanza Bilingüe and Máster de Formación del Profesorado de Secundaria, Formación Profesional y Enseñanza de Idiomas. As a senior researcher, he has contributed to projects funded by the European Language Council, the Spanish Ministry of Education and Junta de Andalucía. From 2012 to 2014 he was a member of the board of the Spanish Association of Applied Linguistics. While serving in this position, he directed the XXXII International AESLA Conference Language Industries and Social Change.
Telling the past in a second language. Aspects of CLIL for History.
Francisco Lorenzo, Universidad Pablo de Olavide, Seville
The decision to teach History in a second language cannot be taken lightly. Further to that, History is linguistically a very demanding subject matter. The structures of advanced narratives set serious problems for learners. In History, texts state facts, express causality and make judgements; and these are not easy discourse functions for learners to understand or produce. This lecture will have three different parts: a) it will look at previous examples of teaching History in a second language in different parts of the world: Europe, the Middle East and America; b) it will track the progress of students’ narratives in English CLIL History programs with an emphasis on the growing complexity of their narratives and c) it will present samples of CLIL History materials resulting from content teachers adapting their mainstream lessons to EFL task-based principles. In tune with the principles of this conference, the lecture will hold that even if learning History through an L2 will not happen ipso facto, there are ways to make it feasible, adding on the quality of education systems.