O método Ler para Aprender e a construção de relatos biográficos orais por parte de estudantes de inglês como língua estrangeira
DOI:
https://doi.org/10.17533/udea.ikala.v26n01a06Palavras-chave:
discurso falado, linguística sistêmico-funcional, Ler para Aprender, inventários biográficos, pedagogia de gênero, ILEResumo
Ler para Aprender (LPA) é um modelo pedagógico baseado no conceito de gênero textual que tem sido utilizado no mundo todo para o desenvolvimento da alfabetização acadêmica dos estudantes em contextos de língua materna e língua estrangeira. Apesar de sua crescente popularidade, muito poucos estudos ocuparam-se de como se pode utilizar esse modelo para apoiar a comunicação oral dos alunos na aprendizagem de idiomas estrangeiros. Este artigo apresenta os resultados de um estudo qualitativo que pesquisou como um professor de inglês como língua estrangeira (ILE) de escola rural usou o modelo pedagógico para apoiar a compreensão e a produção de relatos biográficos orais em inglês em estudantes de nono grau. Os resultados do estudo mostram que o potencial de significação oral dos estudantes aumentou durante as aulas com essa estratégia, tanto em relação com a quantidade de novo conteúdo que os estudantes conseguiram expressar nas etapas e fases do gênero como na variedade de recursos léxico-gramaticais que usaram para tal fim. Os resultados mostraram também que o uso de metalinguagem por parte do professor, tanto verbalizado como representado em um diagrama, tornou-se uma estrutura central para a construção independente dos relatos biográficos dos estudantes. Este estudo destaca a utilidade desse modelo para a promoção do discurso oral nas aulas de ILE.
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