Working on Literacy in CLIL/Bilingual Contexts: Reading to Learn and Teacher Development

• Whittaker, Rachel ^[1] ; Acevedo, Claire ^[2]
  1. [1] Universidad Autónoma de Madrid

     Universidad Autónoma de Madrid

     Madrid, España

     
  2. [2] The Open University
• Localización: ESE: Estudios sobre educación., ISSN 1578-7001, Nº. 31 (Estudios sobre Educación; Vol), 2016, págs. 37-55
• Idioma: inglés
• DOI: 10.15581/004.31.37-55
• Títulos paralelos:
  • Trabajando la literacidad en contextos AICLE/ bilingües: Leer para Aprender y formación del profesorado
• Enlaces
  • Texto completo
• Dialnet Métricas: 5 Citas
• Resumen
  • español

    Este trabajo presenta un programa de formación para la enseñanza de la lengua escrita en las diferentes áreas curriculares, implementado en las clases de contenido impartidas en una lengua extranjera. El programa, Leer para Aprender (Rose, 2014; Rose & Martin, 2012), se fundamenta en el análisis de los géneros de las disciplinas escolares, sus rasgos lingüísticos, y dificultades para los aprendices, y ofrece al docente una secuencia didáctica explícita y detallada con la que enfrentarse a la comprensión y producción de textos. Se incluyen ejemplos del trabajo de los profesores (análisis, diseño de la interacción) y de producción escrita de alumnos, así como la evaluación del proyecto.

  • English

    This paper describes a project implementing a literacy programme based on a linguistic approach to teaching reading and writing, found especially useful for subject classes taught through a foreign language. The programme, Reading to Learn (Rose, 2014; Rose & Martin, 2012), based on an analysis of the genres of different subjects, their language features and the diffi culties these pose learners, offers teachers an explicit and detailed method to approach text comprehension/production. The paper includes examples of texts from late primary to mid-secondary content classes as analysed and used by teachers, student texts, and reactions to the pedagogy.

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