El método Leer para Aprender y la construcción de relatos biográficos orales por parte de estudiantes de inglés como lengua extranjera
DOI:
https://doi.org/10.17533/udea.ikala.v26n01a06Palabras clave:
discurso hablado, lingüística sistémico funcional, Leer para Aprender, recuentos biográficos, pedagogía de género, ILEResumen
Leer para Aprender (LPA) es un modelo pedagógico basado en el concepto de género textual que se ha utilizado en todo el mundo para el desarrollo de la alfabetización académica de los estudiantes en contextos de lengua materna y lengua extranjera. A pesar de su creciente popularidad, muy pocos estudios se han ocupado de cómo se puede utilizar este modelo para apoyar la comunicación oral de los alumnos en el aprendizaje de idiomas extranjeros. Este artículo presenta los resultados de un estudio cualitativo que exploró cómo un profesor de inglés como lengua extranjera (ILE) de escuela rural usó el modelo pedagógico para apoyar la comprensión y la producción de relatos biográficos orales en inglés por parte de estudiantes de noveno grado. Los hallazgos del estudio muestran que el potencial de significación oral de los estudiantes aumentó durante las clases con esta estrategia, tanto en relación con la cantidad de nuevo contenido que los estudiantes pudieron expresar en las etapas y fases del género como en la variedad de recursos lexicogramaticales que usaron para tal fin. Los hallazgos también muestran que el uso de metalenguaje por parte del profesor, tanto verbalizado como representado en un diagrama, se convirtió en andamiaje central para la construcción independiente de los relatos biográficos de los estudiantes. Este estudio resalta la utilidad de este modelo para la promoción del discurso oral en las aulas de ILE.
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