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Disciplinary discourse: explicating rhetorical and sociolinguistic networks in the archive and library
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Encuentros con la escritura en el ingreso a la educación superior: representaciones sociales de los estudiantes en seis áreas de conocimiento
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In: Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos ( AELFE ), ISSN 1139-7241, Nº. 38, 2019, pags. 75-98 (2019)
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“Partnering to Understand Undergraduate Research and Writing Longitudinally”
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In: Georgia International Conference on Information Literacy (2018)
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“Partnering to Understand Undergraduate Research and Writing Longitudinally”
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In: Georgia International Conference on Information Literacy (2017)
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Learning Information Literacy Across the Curriculum (LILAC): Discussing Results from a CCCC Research Initiative Project
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In: Writing and Linguistics Faculty Presentations (2017)
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Community College Second Language Students’ Perspectives of Online Learning: A Phenomenological Case Study
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In: Graduate Theses and Dissertations (2017)
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Implementación del modelo Leer para aprender en un contexto plurilingüe ; Implementation of the Reading to Learn model in a plurilingual context
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Abstract:
[EN] This paper describes the process of training and collaboration between a primary school in the Basque Country and a group of researchers at Mondragon University in the same region. The purpose of the work together is to design and put into practice a project to support reading and writing in two groups of year 6 primary pupils in three curriculum areas: Spanish Language, Basque Language and Science (or Learning about the world around us) taught in three different languages: Spanish, Basque and English. The theoretical foundation chosen to design the didactic units is that of Genre Pedagogy, specifically the method of Reading to Learn developed by David Rose. ; [ES] Este trabajo describe el proceso de formación y colaboración desarrollado entre un centro de primaria del País Vasco y un grupo de investigadoras de la Universidad Mondragón (País Vasco). El objeto de colaboración es el diseño e implementación de un proyecto para reforzar los procesos de lectura y de escritura en dos grupos de 6º de primaria en tres áreas: Lengua Castellana, Euskera y Science (Conocimiento del medio), impartidas en tres lenguas diferentes: español, euskera e inglés. La base teórica elegida para desarrollar cada secuencia didáctica es la pedagogía de los géneros (Genre Pedagogy), concretada en la metodología Reading to Learn desarrollada por David Rose. ; Pedrosa Lobato, B. (2017). Implementación del modelo Leer para aprender en un contexto plurilingüe. Lenguaje y Textos. (46):41-54. doi:10.4995/lyt.2017.8714 ; SWORD ; 41 ; 54 ; 46 ; CAZDEN, C.B. (2001). Classroom Discourse: The Language of Teaching and Learning, Portsmouth, (2nd ed.): NH: Heinemann. ; CENOZ, J. (2005). English in bilingual programs in the Basque Country. International Journal of the Sociology of Languages, 171: 41-56. https://doi.org/10.1515/ijsl.2005.2005.171.41 ; GIBBONS, P. (2002). Scaffolding Language, Scaffolding Learning: teaching second language learners in the mainstream classroom. Portsmouth: NH: Heinemann. ; GIBBONS, P. (2006). Bridging Discourse in the ESL Classroom: students, teachers and researchers. London: Continuum. ; HALLIDAY, M.A.K. (1975). Learning how to Mean. London: Edward Arnold. https://doi.org/10.1016/B978-0-12-443701-2.50025-1 ; HALLIDAY, M.A.K. (2004). An Introduction to Functional Grammar. Third Edition. Revised by C. M.I.M. Matthiessen. London: Hodder Arnold. ; MARTIN, J.R. y ROSE, D. (2008). Genre Relations: Mapping Culture. London: Equinox. ; MEHAN, H. (1979). Learning lessons. Cambridge, MA: Harvard University Press. https://doi.org/10.4159/harvard.9780674420106 ; MERCER, N. (1995). The Guided Construction of Knowledge: talk amongst teachers and learners. Clevedon: Multilingual Matters. ; PEDROSA, B. y PANGUA, R. (2015). Leer para aprender en educación primaria: una pedagogía basada en géneros. E-Aesla. Enseñanza de lenguas y diseño curricular. Disponible en https://cvc.cervantes.es/lengua/eaesla/pdf/01/14.pdf. Último acceso: diciembre de 2017. ; ROSE, D. (2004). Sequencing and pacing of the hidden curriculum: How indigenous learners are left out of the chain. En J.A. Muller y B. Davies Morais (Eds.), Reading Bernstein, Researching Bernstein (pp 91-107). London: Routledge Falmer. ; ROSE, D. (2005). Democratising the classroom: a literacy pedagogy for the new generation. Journal of Education, 37, 127-64. 12 ; ROSE, D. (2011). Reading to learn: Accelerating Learning and Closing the Gap. Teacher training books and DVD. Sydney: Ready to Learn. Disponible en http://www.readingtolearn.com.au. Último acceso: diciembre de 2017. ; ROSE, D. y MARTIN, J.R. (2012). Learning to Write, Reading to Learn: Genre, knowledge and pedagogy in the Sydney School. London: Equinox. ; SINCLAIR J. y COULTHARD, M. (1975). Towards an Analysis of Discourse. Oxford: Oxford University Press. ; VAN LIER, L. (1996). Interaction in the Language Curriculum: Awareness, Autonomy and Authenticity. London: Longman. ; VYGOTSKY, L.S. (1962). Thought and Language. Cambridge, M.A.: MIT Press. https://doi.org/10.1037/11193-000 ; WHITTAKER, R. y ACEVEDO, C. (2016). Working on Literacy in CLIL/Bilingual Contexts: Reading to Learn and Teacher Development. Estudios sobre Educación, 31, 37-55. https://doi.org/10.15581/004.31.37-55
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Keyword:
Didáctica de los géneros; Educación primaria; Escritura a través del currículum; Genre-based pedagogy; Lingüística sistémico-funcional; Primary education; Systemic-functional linguistic; Writing across the curriculum
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URL: https://doi.org/10.4995/lyt.2017.8714
http://hdl.handle.net/10251/93789
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Worlds Apart? International Students, Source-Based Writing, and Faculty Development Across the Curriculum
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In: Murphy, Greer Alison. (2016). Worlds Apart? International Students, Source-Based Writing, and Faculty Development Across the Curriculum. UCLA: Education. Retrieved from: http://www.escholarship.org/uc/item/9nr63427 (2016)
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Dual Enculturation: A Comparison of Five L2 Students Writing for One General Education Course
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Otto, Kara. - : eScholarship, University of California, 2016
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In: Otto, Kara. (2016). Dual Enculturation: A Comparison of Five L2 Students Writing for One General Education Course. 0035: Education. Retrieved from: http://www.escholarship.org/uc/item/60018671 (2016)
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"What's Sputnik?": Experiments with Life History in an Interdisciplinary First-Year Class.
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In: Georgia International Conference on Information Literacy (2016)
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LILAC and Citation Project Workshop
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In: Writing and Linguistics Faculty Presentations (2016)
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La alfabetización académica en la Universidad. Un estudio predictivo ; The Academic Literacy at the University: A predictive Study
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In: RELIEVE - Revista Electrónica de Investigación y Evaluación Educativa; Vol. 21, Núm. 1 (2015) ; RELIEVE - E-Journal of Educational Research, Assessment and Evaluation; Vol. 21, Núm. 1 (2015) ; 1134-4032 (2015)
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Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 11 of 12
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Student interview for Place-Based WAC/WID writing instruction in Management, clip 2 of 13
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Student interview for Place-Based WAC/WID writing instruction in Management, clip 13 of 13
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Student interview for Place-Based WAC/WID writing instruction in Geography, clip 8 of 11
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Student interview for Place-Based WAC/WID writing instruction in English, clip 8 of 15
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Student interview for Place-Based WAC/WID writing instruction in Geography, clip 9 of 11
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