Aprender a escribir, Leer para aprender: origen y desarrollo de proyectos para la mejora de la lectura y la escritura en Australia

• Autores: David Rose, Claire Acevedo
• Localización: Lenguaje y textos, ISSN-e 2530-0075, ISSN 1133-4770, Nº 46, 2017, págs. 7-18
• Idioma: español
• DOI: 10.4995/lyt.2017.8688
• Títulos paralelos:
  • Learning to write, Reading to Learn: background and development of genre-based literacy improvement projects in Australia
• Enlaces
  • Texto completo
• Resumen
  • español

    Este artículo describe las características fundamentales del programa conocido como Leer para aprender (Reading to Learn, R2L), un programa para la mejora de la alfabetización académica y la formación del profesorado basado en los géneros discursivos (Rose, 2014; Rose y Martin, 2012). Los antecedentes del modelo R2L se explican en términos del desarrollo de la Pedagogía del Género (Genre Pedagogy) de la “Escuela de Sídney” a lo largo de tres grandes proyectos de investigación realizados por lingüistas en colaboración con profesores de diferentes niveles educativos en las últimas décadas. El artículo ofrece una visión general de esos tres proyectos y explica la naturaleza explícita de las estrategias del modelo R2L.

  • English

    This article describes the essential features of the student literacy and teacher learning program known as Reading to Learn (R2L) which is designed to improve student learning outcomes using genre-based pedagogy (Rose, 2014; Rose & Martin, 2012). The background to Reading to Learn is explained in terms of the development of “Sydney School” genre-based pedagogy over the course of three large scale, research projects conducted by linguists in collaboration with teachers in Australian schools in recent decades.  The article provides and overview of these three projects, explains the explicit nature of the key strategies in the R2L pedagogy.

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