Abstract A crucial issue for literacy research is how teaching practices are shaped to promote diverse learners’ engagement with content knowledge and use of disciplinary language. In this article, based on a classroom study in Sweden, I explore the teaching of two historical events where the participant Grade 6 teacher created opportunities for writing and peer interaction in the content area. Using discourse analysis informed by systemic-functional linguistics, the study contributes to existing research by highlighting the role of teachers’ text choices in the shaping of disciplinary literacy practices in the teaching of history. The texts chosen and rejected by the participant teacher are analyzed and put in relation to transcripts of peer interaction and samples of students’ writing. The results show that the texts chosen – unlike those rejected – largely relied on everyday linguistic resources. As the students’ peer interaction and writing closely mirrored the texts presented to them, their opportunities to use the resources of abstract language commonly associated with school history seemed restricted. Implications for teaching are discussed.

中文翻译：

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六年级谈判历史：教师选择文本的问题

摘要 扫盲研究的一个关键问题是如何塑造教学实践以促进不同学习者对内容知识的参与和学科语言的使用。在本文中，基于在瑞典进行的课堂研究，我探索了两个历史事件的教学，参与者 6 年级教师在内容领域创造了写作和同伴互动的机会。使用系统功能语言学提供的话语分析，该研究通过强调教师文本选择在历史教学中学科素养实践形成中的作用，为现有研究做出贡献。参与教师选择和拒绝的文本被分析并与同伴互动的成绩单和学生写作样本相关联。结果表明，选择的文本——与被拒绝的文本不同——很大程度上依赖于日常语言资源。由于学生的同伴互动和写作与呈现给他们的文本密切相关，他们使用通常与学校历史相关的抽象语言资源的机会似乎受到限制。讨论了对教学的影响。