From Curriculum Demands to Genre Pedagogy: Bilingual Adaptation of Reading to Learn for an L2 Lesson Planning

Reading to Learn (R2L) is a literacy methodology and teacher development program inspired by Systemic Functional Linguistics. Recently, it has been adapted for second/foreign language courses with bilingual teaching (KARTIKA-NINGSIH; ROSE, 2021; RAMÍREZ, 2020; KARTIKA-NINGSIH, 2016). Although R2L ha...

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Autor principal:	Victor Menco-Haeckermann
Formato:	article
Lenguaje:	PT
Publicado:	Universidade de Santa Cruz do Sul 2021
Materias:	reading to learn curriculum genre bilingualism foreign language teaching Language and Literature P Philology. Linguistics P1-1091
Acceso en línea:	https://doaj.org/article/b96bff655353498387302997908da420
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spelling	oai:doaj.org-article:b96bff655353498387302997908da4202021-11-11T14:06:30ZFrom Curriculum Demands to Genre Pedagogy: Bilingual Adaptation of Reading to Learn for an L2 Lesson Planning0101-18121982-201410.17058/signo.v46i86.16522https://doaj.org/article/b96bff655353498387302997908da4202021-05-01T00:00:00Zhttps://online.unisc.br/seer/index.php/signo/article/view/16522https://doaj.org/toc/0101-1812https://doaj.org/toc/1982-2014Reading to Learn (R2L) is a literacy methodology and teacher development program inspired by Systemic Functional Linguistics. Recently, it has been adapted for second/foreign language courses with bilingual teaching (KARTIKA-NINGSIH; ROSE, 2021; RAMÍREZ, 2020; KARTIKA-NINGSIH, 2016). Although R2L has successfully expanded worldwide, its impact on textbooks, school programs, and educators has also been uneven. To describe how these conceptual inconsistencies play out, this article contrasts a textbook methodology partially informed by genre theory when applied in an L2 English class in Colombia with a recent bilingual adaptation of R2L in an L2 Spanish class in the United States. This latter case is based on genre theory and R2L pedagogy (ROSE, 2018a) and bilingualism approaches (RAMÍREZ, 2020; LESSOW-HURLEY, 2005; LABERGE; SAMUELS, 1974). Findings reveal a prominent pedagogical gap between the reading and the writing sections of the partially informed genre-based methodology but a robust linguistic scaffold in the bilingual R2L experience. The resulting recount exemplifies detailed and annotated lesson planning for teachers interested in thoroughly applying the latter methodology, especially for L2 settings. Preceded by some similar interventions, this experience confirms that the integration of both native and foreign languages within the R2L methodology makes it a promising approach.Victor Menco-HaeckermannUniversidade de Santa Cruz do Sularticlereading to learncurriculumgenrebilingualismforeign language teachingLanguage and LiteraturePPhilology. LinguisticsP1-1091PTSigno, Vol 46, Iss 86, Pp 147-163 (2021)
institution	DOAJ
collection	DOAJ
language	PT
topic	reading to learn curriculum genre bilingualism foreign language teaching Language and Literature P Philology. Linguistics P1-1091
spellingShingle	reading to learn curriculum genre bilingualism foreign language teaching Language and Literature P Philology. Linguistics P1-1091 Victor Menco-Haeckermann From Curriculum Demands to Genre Pedagogy: Bilingual Adaptation of Reading to Learn for an L2 Lesson Planning
description	Reading to Learn (R2L) is a literacy methodology and teacher development program inspired by Systemic Functional Linguistics. Recently, it has been adapted for second/foreign language courses with bilingual teaching (KARTIKA-NINGSIH; ROSE, 2021; RAMÍREZ, 2020; KARTIKA-NINGSIH, 2016). Although R2L has successfully expanded worldwide, its impact on textbooks, school programs, and educators has also been uneven. To describe how these conceptual inconsistencies play out, this article contrasts a textbook methodology partially informed by genre theory when applied in an L2 English class in Colombia with a recent bilingual adaptation of R2L in an L2 Spanish class in the United States. This latter case is based on genre theory and R2L pedagogy (ROSE, 2018a) and bilingualism approaches (RAMÍREZ, 2020; LESSOW-HURLEY, 2005; LABERGE; SAMUELS, 1974). Findings reveal a prominent pedagogical gap between the reading and the writing sections of the partially informed genre-based methodology but a robust linguistic scaffold in the bilingual R2L experience. The resulting recount exemplifies detailed and annotated lesson planning for teachers interested in thoroughly applying the latter methodology, especially for L2 settings. Preceded by some similar interventions, this experience confirms that the integration of both native and foreign languages within the R2L methodology makes it a promising approach.
format	article
author	Victor Menco-Haeckermann
author_facet	Victor Menco-Haeckermann
author_sort	Victor Menco-Haeckermann
title	From Curriculum Demands to Genre Pedagogy: Bilingual Adaptation of Reading to Learn for an L2 Lesson Planning
title_short	From Curriculum Demands to Genre Pedagogy: Bilingual Adaptation of Reading to Learn for an L2 Lesson Planning
title_full	From Curriculum Demands to Genre Pedagogy: Bilingual Adaptation of Reading to Learn for an L2 Lesson Planning
title_fullStr	From Curriculum Demands to Genre Pedagogy: Bilingual Adaptation of Reading to Learn for an L2 Lesson Planning
title_full_unstemmed	From Curriculum Demands to Genre Pedagogy: Bilingual Adaptation of Reading to Learn for an L2 Lesson Planning
title_sort	from curriculum demands to genre pedagogy: bilingual adaptation of reading to learn for an l2 lesson planning
publisher	Universidade de Santa Cruz do Sul
publishDate	2021
url	https://doaj.org/article/b96bff655353498387302997908da420
work_keys_str_mv	AT victormencohaeckermann fromcurriculumdemandstogenrepedagogybilingualadaptationofreadingtolearnforanl2lessonplanning
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From Curriculum Demands to Genre Pedagogy: Bilingual Adaptation of Reading to Learn for an L2 Lesson Planning

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