Genre Pedagogy in teacher education. The impact of incorporating Reading to Learn approach

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dc.conference.date27-29 Mar 2019
dc.conference.placeUniversidad de Valladolid
dc.conference.title37 Congreso Internacional de la Asociación Española de Lingüística Aplicada AESLA
dc.contributor.authorGarcía Parejo, María Isabel
dc.contributor.authorBlanco, Juana
dc.contributor.authorRodríguez Miñambres, Paloma
dc.contributor.authorBlecua, Isabel
dc.contributor.authorHernando Velasco, Alicia
dc.contributor.authorJiménez Vilches, Raúl
dc.contributor.authorMartínez Ezquerro, Aurora
dc.contributor.authorAhern, Aoife Kathleen
dc.contributor.authorWhittaker, Rachel
dc.contributor.authorAcevedo, Claire
dc.date.accessioned2024-02-07T12:33:51Z
dc.date.available2024-02-07T12:33:51Z
dc.date.issued2019-03-28
dc.description.abstractThis poster describes the design and some data from a research project (PR26/16-20348) that evaluates the impact of two teaching innovation projects aimed at providing a group of student teachers with training in the Reading to Learn (R2L) approach (Rose and Martin, 2012), within a Spanish-English bilingual group of the Degree in Primary Education at the Complutense University of Madrid. The innovation projects have been developed in two phases at the School of Education: the first one was oriented towards building shared knowledge about the different discourse genres, in English and Spanish, retrieving, analyzing and classifying school texts written for a variety of educational levels. In a second phase, and through two undergraduate courses (Didáctica de la Lengua and Teaching Literacy in English as a Foreign Language), students have had to design teaching units based on the R2L model for teaching literacy in different genres, languages and disciplinary areas. In addition, the research project explores impact of the training received by the students of the bilingual group who have used the R2L approach when facing different tasks related to teaching reading and writing. We describe the characteristics of the teaching units the students designed, as well as their reflections on, and evaluation of, the experience. The initial results point in two directions: on the one hand, to the difficulties encountered by students when it comes to approaching the different school genres in order to achieve learning aims, both linguistic and disciplinary, in English and Spanish; but on the other hand, the study illustrate the potential of the Genre Pedagogy in teacher education.
dc.description.departmentDepto. de Didáctica de las Lenguas, Artes y Educación Física
dc.description.facultyFac. de Educación
dc.description.refereedTRUE
dc.description.statusunpub
dc.identifier.officialurlhttps://www.aesla.org.es/es/congresos-aesla
dc.identifier.relatedurlhttps://eventos.uva.es/agenda/show_event/33022/inauguracion-del-37-congreso-internacional-de-aesla-2019.html
dc.identifier.urihttps://hdl.handle.net/20.500.14352/99958
dc.language.isoeng
dc.relation.projectIDSantander-UCM PR26/16-20348
dc.rightsAttribution-NonCommercial-ShareAlike 4.0 Internationalen
dc.rights.accessRightsopen access
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/
dc.subject.cdu37.013
dc.subject.cdu806.0-07
dc.subject.cdu371.13
dc.subject.cdu81'246.2:37
dc.subject.keywordFormación docente
dc.subject.keywordDidáctica de la escritura basada en géneros textuales
dc.subject.keywordReading to learn
dc.subject.keywordLingüística sistémico funcional
dc.subject.ucmEducación
dc.subject.ucmEnseñanza de la lengua y la literatura
dc.subject.ucmPedagogía
dc.subject.ucmFormación del profesorado
dc.subject.unesco5803 Preparación y Empleo de Profesores
dc.subject.unesco5701 Lingüística Aplicada
dc.subject.unesco5701.11 Enseñanza de Lenguas
dc.subject.unesco5701.03 Bilingüismo
dc.subject.unesco58 Pedagogía
dc.titleGenre Pedagogy in teacher education. The impact of incorporating Reading to Learn approach
dc.typeconference poster
dc.type.hasVersionAM
dspace.entity.typePublication
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