- -

Implementación del modelo Leer para aprender en un contexto plurilingüe

RiuNet: Institutional repository of the Polithecnic University of Valencia

Share/Send to

Cited by

Statistics

Implementación del modelo Leer para aprender en un contexto plurilingüe

Show full item record

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

Por favor, use este identificador para citar o enlazar este ítem: http://hdl.handle.net/10251/93789

Files in this item

Item Metadata

Title: Implementación del modelo Leer para aprender en un contexto plurilingüe
Secondary Title: Implementation of the Reading to Learn model in a plurilingual context
Author: Pedrosa Lobato, Begoña
Issued date:
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 ...[+]


[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 ...[+]
Subjects: Didáctica de los géneros , Escritura a través del currículum , Educación primaria , Lingüística sistémico-funcional , Genre-based pedagogy , Writing across the curriculum , Primary education , Systemic-functional linguistic
Copyrigths: Reconocimiento - No comercial - Sin obra derivada (by-nc-nd)
Source:
Lenguaje y Textos. (issn: 1133-4770 )
DOI: 10.4995/lyt.2017.8714
Publisher:
Universitat Politècnica de València
Publisher version: https://doi.org/10.4995/lyt.2017.8714
Type: Artículo

References

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. [+]
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

[-]

This item appears in the following Collection(s)

Show full item record