Reading and Writing to Learn: A Principled Approach to Practice in CLIL/Bilingual Classes
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://ojs.letras.up.pt/index.php/et/article/view/6103 |
Resumo: | This article introduces a literacy programme based on a linguistic approach to teaching reading and writing across the curriculum, Reading to Learn (Rose, “Reading to Learn: Accelerating Learning”; Rose and Martin), with proven effectiveness for accelerating literacy development in both the L1 (e.g. Rose and Acevedo, among other studies) and for L2 in Content and Language Integrated Learning (CLIL) and programmes. Underlying the pedagogy are powerful theories of language, educational psychology and sociology which are applied to text analysis, lesson preparation and classroom interaction around reading and writing. Teachers starting to use the pedagogy see immediate results in students’ engagement and learning, and the written texts they produce. The pedagogy is based on a functional analysis of a text from the curriculum – its structure and the way its language makes meaning in that subject-, and on scaffolding/ modelling the processes of reading and writing with the whole class. In this paper, we offer a brief presentation of some strategies from the R2L pedagogy, and provide examples of text analysis, teacher preparation and application in state bilingual schools in Spain. |
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Reading and Writing to Learn: A Principled Approach to Practice in CLIL/Bilingual ClassesArticlesThis article introduces a literacy programme based on a linguistic approach to teaching reading and writing across the curriculum, Reading to Learn (Rose, “Reading to Learn: Accelerating Learning”; Rose and Martin), with proven effectiveness for accelerating literacy development in both the L1 (e.g. Rose and Acevedo, among other studies) and for L2 in Content and Language Integrated Learning (CLIL) and programmes. Underlying the pedagogy are powerful theories of language, educational psychology and sociology which are applied to text analysis, lesson preparation and classroom interaction around reading and writing. Teachers starting to use the pedagogy see immediate results in students’ engagement and learning, and the written texts they produce. The pedagogy is based on a functional analysis of a text from the curriculum – its structure and the way its language makes meaning in that subject-, and on scaffolding/ modelling the processes of reading and writing with the whole class. In this paper, we offer a brief presentation of some strategies from the R2L pedagogy, and provide examples of text analysis, teacher preparation and application in state bilingual schools in Spain.2019-05-28T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttps://ojs.letras.up.pt/index.php/et/article/view/6103por1647-712XAhern, AoifeWhittaker, RachelSánchez, Isabel Blecuainfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2022-09-21T15:56:58Zoai:ojs.pkp.sfu.ca:article/6103Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T15:56:44.498574Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Reading and Writing to Learn: A Principled Approach to Practice in CLIL/Bilingual Classes |
title |
Reading and Writing to Learn: A Principled Approach to Practice in CLIL/Bilingual Classes |
spellingShingle |
Reading and Writing to Learn: A Principled Approach to Practice in CLIL/Bilingual Classes Ahern, Aoife Articles |
title_short |
Reading and Writing to Learn: A Principled Approach to Practice in CLIL/Bilingual Classes |
title_full |
Reading and Writing to Learn: A Principled Approach to Practice in CLIL/Bilingual Classes |
title_fullStr |
Reading and Writing to Learn: A Principled Approach to Practice in CLIL/Bilingual Classes |
title_full_unstemmed |
Reading and Writing to Learn: A Principled Approach to Practice in CLIL/Bilingual Classes |
title_sort |
Reading and Writing to Learn: A Principled Approach to Practice in CLIL/Bilingual Classes |
author |
Ahern, Aoife |
author_facet |
Ahern, Aoife Whittaker, Rachel Sánchez, Isabel Blecua |
author_role |
author |
author2 |
Whittaker, Rachel Sánchez, Isabel Blecua |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Ahern, Aoife Whittaker, Rachel Sánchez, Isabel Blecua |
dc.subject.por.fl_str_mv |
Articles |
topic |
Articles |
description |
This article introduces a literacy programme based on a linguistic approach to teaching reading and writing across the curriculum, Reading to Learn (Rose, “Reading to Learn: Accelerating Learning”; Rose and Martin), with proven effectiveness for accelerating literacy development in both the L1 (e.g. Rose and Acevedo, among other studies) and for L2 in Content and Language Integrated Learning (CLIL) and programmes. Underlying the pedagogy are powerful theories of language, educational psychology and sociology which are applied to text analysis, lesson preparation and classroom interaction around reading and writing. Teachers starting to use the pedagogy see immediate results in students’ engagement and learning, and the written texts they produce. The pedagogy is based on a functional analysis of a text from the curriculum – its structure and the way its language makes meaning in that subject-, and on scaffolding/ modelling the processes of reading and writing with the whole class. In this paper, we offer a brief presentation of some strategies from the R2L pedagogy, and provide examples of text analysis, teacher preparation and application in state bilingual schools in Spain. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-05-28T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://ojs.letras.up.pt/index.php/et/article/view/6103 |
url |
https://ojs.letras.up.pt/index.php/et/article/view/6103 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
1647-712X |
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info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799130435864756224 |