Working on Literacy in CLIL/Bilingual Contexts: Reading to Learn and Teacher Development
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...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2016 |
| País: | España |
| Institución: | Universidad de Navarra |
| Repositorio: | Dadun. Depósito Académico Digital de la Universidad de Navarra |
| Idioma: | inglés |
| OAI Identifier: | oai:dadun.unav.edu:10171/41888 |
| Acceso en línea: | https://hdl.handle.net/10171/41888 |
| Access Level: | acceso abierto |
| Palabra clave: | Géneros escolares Formación AICLE/bilingüe Literacidad |
| Sumario: | 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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