8. Reading to Learn in a Latin American Context: Challenges and Achievements

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

Patricia Meehan [+-]
Universidad Nacional de Córdoba, Argentina
Patricia V. Meehan is a teacher of English from the Facultad de Lenguas, Universidad Nacional de Córdoba. She holds an MA in English Applied Linguistics (Facultad de Lenguas UNC). She’s a permanent Full Professor in the Chair of Contrastive Grammar. She taught ESL/EFL at bilingual schools for 20 years and has been a senior Examiner for English B (IBO) since 2004. Her current research includes systemic functional linguistics and genre pedagogy.
Angélica Gaido [+-]
Universidad Nacional de Córdoba, Argentina
Angélica Gaido is a teacher of English and holds an MA degree in English and Applied Linguistics from Facultad de Lenguas, Universidad Nacional de Córdoba, Argentina. She has taught EFL undergraduate and graduate courses on grammar and linguistics. Her current research focuses on the relationship between knowledge about language, reading and writing skills development and content learning. Her areas of interest revolve around language literacy, genre pedagogy, and functional aspects of grammar and language.
María Belén Oliva [+-]
Universidad Nacional de Córdoba, Argentina
María Belén Oliva is a teacher of English, graduated from the Facultad de Lenguas, Universidad Nacional de Córdoba. She was the vice-dean of this institution from 2014 to 2017. She holds an MA in English Applied Linguistics (Facultad de Lenguas). She has taught EFL/ESL undergraduate and graduate courses on language, traditional grammar and systemic functional grammar. She has done research into discourse analysis, traditional grammar and systemic functional linguistics.
Liliana Anglada [+-]
Universidad Nacional de Córdoba, Argentina
Liliana Anglada is a translator and teacher of English from the Facultad de Lenguas, Universidad Nacional de Córdoba. She holds an MA in Applied Linguistics (Ohio University) and a PhD in English (Texas Tech University). She has taught EFL/ESL undergraduate and graduate courses on language, grammar and linguistics and is currently the head of the doctoral programme at Facultad de Lenguas. Her research interests include systemic functional linguistics, EFL writing instruction and genre pedagogy.

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.

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Citation

Meehan, Patricia; Gaido, Angélica ; Belén Oliva, María ; Anglada, Liliana. 8. Reading to Learn in a Latin American Context: Challenges and Achievements. 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=41269. Date accessed: 19 Apr 2021 doi: 10.1558/equinox.41269. Nov 2022

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