Causalidad y posicionamientos en el discurso de la historia escolar en español

Natalia Leiva; Teresa Oteíza

doi:10.17533/udea.ikala.352539

Authors

Natalia Leiva Pontificia Universidad Católica de Chile https://orcid.org/0009-0008-2538-7236
Teresa Oteíza Pontificia Universidad Católica de Chile https://orcid.org/0000-0001-7500-0767

DOI:

https://doi.org/10.17533/udea.ikala.352539

Keywords:

causality in discourse, history school discourse, systemic-functional linguistics, logical ideational grammatical metaphors, discursive positioning, discourse in Spanish

Abstract

The discursive construction of causality involves the use of a number of resources that go far beyond the so-called "causal connectors" in the Spanish linguistic tradition. Studies in Spanish have shown that connexion can be realised implicitly and explicitly through various configurations. Some of these configurations, besides realising conexion, involve certain interpersonal positionings. This article aims to characterise the interactions between the meanings of connexion and interpersonal meanings in the construction of historical causality. In line with this, this paper analyses causal sequences in fragments from an 11th grade Chilean history textbook, from a discourse semantics perspective, using systemic functional linguistics. The analysis of the sequences allows us to observe that the system of connexion interacts with the interpersonal subsystems of engagement and graduation. In relation to the subsystem of engagement, connexions realised verbally (e.g. A allowed B) play a role in closing or opening the dialogical space. Regarding the subsystem of graduation, these connexions allow for sharpening or softening the actualisation of the causal connexion. From a multifunctional perspective on language, it is possible to conclude that the construction of causality generates couplings between logical meanings and interpersonal meanings that are relevant in the interpretation of the past.

|Abstract

= 191 veces | HTML (ESPAÑOL (ESPAÑA))

= 0 veces| | PDF (ESPAÑOL (ESPAÑA))

= 135 veces| | EPUB (ESPAÑOL (ESPAÑA))

= 10 veces|

Downloads

Download data is not yet available.

References

Achugar, M. y Schleppegrell, M. (2005). Beyond connectors: The construction of cause in history textbooks. Linguistics and Education, 16(3), 298-318. https://doi.org/10.1016/j.linged.2006.02.003

Caffarel A., Martin, J. R. y Matthiessen, C. (2004). Language typology. A functional perspective. John Benjamins. https://doi.org/10.1075/cilt.253

Chile, Ministerio de Educación. (2015). Programa de Estudio. Historia, Geografía y Ciencias Sociales. Tercer año medio. https://bibliotecadigital.mineduc.cl/handle/20.500.12365/303

Coffin, C. (2004). Learning to write history. The role of causality. Written Communication, 21(3), 261-289. https://doi.org/10.1177/0741088304265476

Coffin, C. (2006). Historical discourse. The language of time, cause and evaluation. Continuum.

Doran, Y. J. y Martin, J. R. (2021). Field relations: Understanding scientific explanations. En K. Maton, J. R. Martin y Y. J. Doran (Eds.), Studying science: Knowledge, language, pedagogy (pp. 105-133). Routledge. https://doi.org/10.4324/9781351129282-7

Eggins, S., Wignell, P. y Martin, J. R. (1993). The discourse of history: Distancing the recoverable past. En M. Ghadessy (Ed.), Register analysis: Theory and practice. Pinter.

Gleason, H. A. (1965). Linguistics and English grammar. Holt, Rinehart and Winston.

Halliday, M. A. K. (1985). An introduction to functional grammar. Edward Arnold.

Halliday, M. A. K. (1994). An introduction to functional grammar (2.a ed.). Edward Arnold.

Halliday, M. A. K. (1998). Things and relations. En J. R. Martin y R. Veel (Eds.), Reading science: Critical and functional perspectives on discourses of science (pp. 185-235). Routledge.

Halliday, M. A. K. y Matthiessen, C. M. I. M. (2014). Halliday’s introduction to functional grammar (4.a ed.). Routledge.

Hao, J. (2020a). Analysing scientific discourse from a systemic functional linguistic perspective. A framework for exploring knowledge building in biology. Routledge. https://doi.org/10.4324/9781351241052

Hao, J. (2020b). Construing relations between scientific activities through Mandarin Chinese. En J. R. Martin, Y. Doran y G. Figueredo (Eds.), Systemic functional language description. Making meaning matter (pp. 238-272). Routledge. https://doi.org/10.4324/9781351184533-8

Hao, J. y Hood, S. (2019). Valuing science: The role of language and body language in a health science lecture. Journal of Pragmatics, 139, 200-215. https://doi.org/10.1016/j.pragma.2017.12.001

Heyvaert, L. (2003). Nominalization as grammatical metaphor: On the need for a radically systemic and metafunctional approach. En A. M. Simon-Vandenbergen, M. Taverniers y L. Ravelli (Eds.), Grammatical metaphor. Views from systemic functional linguistics (pp. 65-99). John Benjamins. https://doi.org/10.1075/cilt.236.05hey

Hood, S. (2010). Appraising research: Evaluation in academic writing. Springer. https://doi.org/10.1057/9780230274662

Hood, S. (2019). Appraisal. En G. Thompson, W. L. Bowcher, L. Fontaine y D. Schönthal (Eds.), The Cambridge handbook of systemic functional linguistics (pp. 382-409). Cambridge University Press. https://doi.org/10.1017/9781316337936.017

Hood, S. y Martin, J. R. (2007). Invoking attitude: The play of graduation in appraising discourse. En J. Webster, C. Matthiessen y R. Hasan (Eds.), Continuing discourse on language (pp. 739-764). Equinox.

Leiva, N. (2022a). Conexiones causales en español: un recurso semántico-discursivo para explicar el pasado reciente en la Historia escolar. Estudios Filológicos, (69), 135-161. https://doi.org/10.4067/S0071-17132022000100135

Leiva, N. (2022b) Conexiones implícitas en cláusulas de gerundio en español: una aproximación sistémico-funcional. Signos, 55(110), 816-843. https://doi.org/10.4067/S0718-09342022000300816

Leiva, N. (en prensa). Explaining what happened: logical metaphors in Spanish history textbooks. En J. Hao y J. R. Martin (Eds.), The discourse of history: A systemic functional perspective. Cambridge University Press.

Martin, J. R. (1992). English text: System and structure. John Benjamins. https://doi.org/10.1075/z.59

Martin, J. R. (2000). Beyond exchange: Appraisal systems in English. En S. Hunston y G. Thompson (Eds.), Evaluation in text (pp. 142-175). Oxford University Press.

Martin, J. R. (2002). Writing history: Construing time and value in discourses of the past. En C. Colombi y M. Schleppegrell (Eds.), Developing advanced literacy in first and second language (pp. 87-118). Erlbaum.

Martin, J. R. (2003). Making history: Grammar for interpretation. En J. R. Martin & R. Wodak (Eds.), Re/reading the past: Critical and functional perspectives on time and value (pp. 19-57). John Benjamins. https://doi.org/10.1075/dapsac.8.03mar

Martin, J. R. (2007). Construing knowledge: A functional linguistic perspective. En F. Christie y J. R. Martin (Eds.), Language, knowledge and pedagogy. Functional linguistics and sociological perspectives (pp. 34-64). Continuum.

Martin, J. R. (2008). Incongruent and proud: De-vilifying “nominalization”. Discourse & Society, 19(6), 801-810. https://doi.org/10.1177/0957926508095895

Martin, J. R. (2013). Embedded literacy: Knowledge as meaning. Linguistics and Education, 24(1), 23-37. https://doi.org/10.1016/j.linged.2012.11.006

Martin, J. R. (2019). Discourse semantics. En G. Thompson, W. Bowcher, L. Fontaine y D. Schönthal (Eds.),

The Cambridge handbook of systemic functional linguistics (pp. 358-381). Cambridge University Press.

Martin, J. R. (2020a). Ideational semiosis: A tri-stratal perspective on grammatical metaphor. delta, 36(3), 1-27. https://doi.org/10.1590/1678-460x2020360304

Martin, J. R. (2020b). Metaphors we feel by: Stratal tension. Journal of World Languages, 6(1-2), 8-26. https://doi.org/10.1080/21698252.2020.1720158

Martin, J. R. y White, P. (2005). The language of evaluation. Appraisal in English. Palgrave Macmillan. https://doi.org/10.1057/9780230511910

Matthiessen, C. M. I. M. (1995). Lexicogrammatical cartography: English systems. International Language Sciences Publishing.

Moss, G., Barletta, N., Chamorro, D. y Mizuno, J. (2013). La metáfora gramatical en los textos escolares de Ciencias Sociales en español. Onomázein, (28), 88-104. https://doi.org/10.7764/onomazein.28.3

Narvaja de Arnoux, E. (2008). Los discursos sobre la nación y el lenguaje en la formación del Estado (Chile, 1842-1862). Estudio glotopolítico. Arcos Editor.

Oteíza, T. (2006). El discurso pedagógico de la historia. Un análisis lingüístico sobre la construcción ideológica de la historia de Chile (1970-2001). Frasis.

Oteíza, T. (2013). Recontextualización del pasado nacional reciente en los manuales escolares de Historia. En E. Moyano (Ed.), Aprender ciencias y humanidades: una cuestión de lectura y escritura. Aportes para la construcción de un programa de inclusión social a través de la educación lingüística (pp. 357-398). UNGS.

Oteíza, T. (2021). Sistema de compromiso en español escrito: dialogicidad en el campo del discurso de la historia. Boletín de Filología, [Anejo] 3(2), 799-819.

Oteíza, T. (2023a) Graduating points of view in Spanish written language: The role of modality. Language, Context and Text. The Sociosemiotic Forum, 5(1), 161-192. https://doi.org/10.1075/langct.00045.ote

Oteíza, T. (2023b). What to remember, what to teach. Human rights violations in Chile’s recent past and the pedagogical discourse of History. Equinox.

Oteíza, T. y Pinuer, C. (2019). El sistema de valoración como herramienta teórico-metodológica para el estudio social e ideológico del discurso. Logos, 29(2), 207-228. http://dx.doi.org/10.15443/rl2918

Oteíza, T., Castro, C. y Pinuer, C. (2021). Graduating political crisis and violence in the discourse of History: The role of Spanish suffixes. Discourse Studies, 23(3), 296-323. https://doi.org/10.1177/1461445620982107

Quintana, S., Castillo, S., Pérez, N. Moyano, C. y Thielemann, L. (2018). Historia, geografía y ciencias sociales, tercero medio. Editorial SM.

Real Academia Española (RAE) (s. f.). Diccionario de la lengua española. https://dle.rae.es/

Schleppegrell, M., Achugar, M. y Oteíza, T. (2004). The grammar of History: Enhancing content-based instruction through a functional focus on language. TESOL Quarterly, 38(1), 67-93. https://doi.org/10.2307/3588259

Unsworth, L. (1999). Developing critical understanding of the specialised language of school science and history texts: A functional grammatical perspective. Journal of Adolescent & Adult Literacy, 42(7), 508-521. https://www.jstor.org/stable/40015633

White, P. (2010). Taking Bakhtin seriously: Dialogic effects in written, mass communicative discourse. Japanese Journal of Pragmatics, 12, 37-53.

White, P. (2012). Exploring the axiological workings of ‘reporter voice’ news stories—Attribution and attitudinal positioning. Discourse, Context & Media, 1(2-3), 57-67. https://doi.org/10.1016/j.dcm.2012.10.004