RT Journal Article
T1 A longitudinal study of L2 historical writing: Lexical richness and writing proficiency in Content and Language Integrated Learning
A1 Granados Navarro, Adrián
A1 López-Jiménez, María Dolores
A1 Lorenzo Bergillos, Francisco
K1 Lexical richnessCLIL
K1 L2 writing proficiency
K1 History literacy
K1 Coh- Metrix
K1 CLIL
AB Unlike most research performed to date on writing proficiency in formal settings—which is cross-sectional and unrelated to disciplinary content—the aim of this paper is to offer a longitudinal description of the lexical richness in the L2 historical writing of CLIL bilingual secondary school students over a three-year period. The automated tool Coh-Metrix 3.0 was used to analyse the evolution of the lexical diversity, density and sophistication of a learner corpus made up of 75 history essays composed by the same 15 students as part of their L2 (English-taught) history lessons. The results show an increase in the number of lexical items employed by the students and in the abstractness and associability of these items. This indicates that students improved their lexical richness, while developing their writing proficiency and history literacy skills.
PB Asociacion Europea de Lenguas para Fines Especificos
YR 2022
FD 2022-06-24
LK https://hdl.handle.net/10433/20481
UL https://hdl.handle.net/10433/20481
LA en
NO Granados, A., López-Jiménez, M. D., & Lorenzo, F. (2022). A longitudinal study of L2 historical writing: Lexical richness and writing proficiency in Content and Language Integrated Learning. Ibérica, (43), 129–154. https://doi.org/10.17398/2340-2784.43.129
NO Departamento de Filología y Traducción de la Universidad Pablo de Olavide
DS RIO
RD May 9, 2026