7. R2L and Cognate Approaches to Reading in the EFL Context: Engaging in Dialogue

Reading to Learn, Reading the World - How Genre-based Literacy Pedagogy is Democratizing Education - David Rose

Samiah Hassan [+-]
Universidad Nacional de Cuyo, Argentina
Samiah Hassan is a full-time professor in the undergraduate EFL Teacher training and translation course of studies at Facultad de Filosofía y Letras, Universidad Nacional de Cuyo, where she teaches General English. She holds an M.A. in Applied Linguistics. She is also academic coordinator of immersion programmes of Spanish as a foreign language. Her teaching and research interests are mainly in the area of teaching and learning genres in EFL contexts. She is co-director of a research project that analyses how genres are taught in various educational contexts.
Cristina Boccia [+-]
Universidad Nacional de Cuyo, Argentina
Cristina Boccia is a full professor at the EFL teacher training and translations studies at the Facultad de Filosofía y Letras, Universidad Nacional de Cuyo, Mendoza, Argentina. She teaches General English, Linguistics and Genre studies. She holds an M.A. in Applied Linguistics and is working towards her PhD. Her teaching and research interests are Appraisal especially in academic and scientific discourses; teaching and learning of genres; materials and professional development, all in the EFL context.

Description

Reading to Learn, Reading the World celebrates stories from around the world, of teachers and learners applying the teaching methodology Reading to Learn, or R2L. R2L is a genre-based literacy pedagogy, that embeds literacy learning in curriculum teaching, and aims to support every student to achieve success, at all stages of education. The volume provides practical, inspiring illustrations of applications of the methodology, that will be useful for teachers, teacher educators, and education researchers. The methodology itself is described in the Equinox book, Learning to Write, Reading to Learn: Genre, Knowledge and Pedagogy in the Sydney School , by David Rose and J.R. Martin (2012). The sixteen stories in this volume are astonishingly diverse. They range from the Cantinflas project in Florida, USA, supporting Spanish speaking mothers to read English stories with their children to prepare them for school, to large scale teacher education, such as the TeL4ELE project of the European Union to train teacher educators in Spain, Portugal, Sweden, Denmark and the UK. Smaller programs include a South African project to support teenage mothers to succeed with secondary school, a multilingual project in Indonesia to teach scientific literacy in primary schools, work with deaf students in Sweden to teach school literacy, teaching Chinese literacy to ethnic minority students in Hong Kong, mathematics teaching in Chile, and engaging students with disabilities in primary schooling in Brisbane, Australia. In Lisbon, resources are being developed for using the pedagogy in Portuguese. In Spain and Colombia it is being applied to support university students in Spanish. Larger scale teacher training projects are described from Gothenburg, Sweden, from KwaZulu Natal, South Africa, and from Melbourne, Australia, that illustrate how the knowledge about language and pedagogy in R2L can be provided to diverse groups of teachers.

Notify A Colleague

Citation

Hassan, Samiah; Boccia, Cristina. 7. R2L and Cognate Approaches to Reading in the EFL Context: Engaging in Dialogue. Reading to Learn, Reading the World - How Genre-based Literacy Pedagogy is Democratizing Education. Equinox eBooks Publishing, United Kingdom. p. Nov 2022. ISBN 9780000000000. https://www.equinoxpub.com/home/view-chapter/?id=41268. Date accessed: 21 Oct 2021 doi: 10.1558/equinox.41268. Nov 2022

Dublin Core Metadata