Reading and writing practices with the documentary genre and its subgenres: by linguistic and pedagogical skills in English language teaching
This article presents the results of the research "The didactic sequence as a mediator of teaching-learning with written textual genres: for a reading and writing competence in English language teaching", developed by the Scientific Initiation Program of the Universidade do Estado da Bahia...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Brasil |
| Institución: | Universidade do Estado da Bahia (UNEB) |
| Repositorio: | Babel (Alagoinhas) |
| Idioma: | portugués |
| OAI Identifier: | oai:revistas.uneb.br:article/7711 |
| Acceso en línea: | https://revistas.uneb.br/babel/article/view/7711 |
| Access Level: | acceso abierto |
| Palabra clave: | Documentary genre Reading and writing Linguistic competence Pedagogical competence Gênero documentário Leitura e escrita Competência linguística Competência pedagógica |
| Sumario: | This article presents the results of the research "The didactic sequence as a mediator of teaching-learning with written textual genres: for a reading and writing competence in English language teaching", developed by the Scientific Initiation Program of the Universidade do Estado da Bahia (UNEB). The project arose from the scientific interest of using textual genres to construct didactic sequences with theoretical and practical studies aimed at the development of linguistic, pedagogical and intercultural skills in teaching-learning of the English language. The documentary genre and its subgenres written for reading and production were chosen with research collaborators, teachers in training, students of the undergraduation course in Modern Languages, English and Literature of UNEB, Campus II, in Alagoinhas-Bahia. The actions developed were guided by scientific questions, such as: How can working with textual genres foster linguistic and pedagogical knowledge to build a teaching aspect of future teachers of English? How can reading and writing practices be developed with a focus on English language skills? For the interpretation and analysis of the information produced during the research, we seek theoretical and methodological support in scholars who bring relevant foundations to the phenomenon under discussion, the following stand out: Bakhtin (2003), Dolz, Noverraz and Schneuwly (2004), Costa-Hübes (2008), Ferreira and Ibiapina (2011), Marcuschi (2010), Mendes (2008), Ur (2012). |
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