Working with Reading to Learn in a bilingual primary school: Genres, literacy, inclusion
Leer para Aprender en un colegio bilingüe de primaria: Géneros discursivos, alfabetización, inclusión
DOI:
https://doi.org/10.1344/did.2023.14.10-29Palabras clave:
pedagogía de los géneros escolares, educación bilingüe, inclusión, andamiaje planificadoResumen
Presentamos los resultados de la implementación de la pedagogía basada en géneros discursivos Leer para Aprender (Rose, 2018a) en una clase de 5º de educación primaria de un distrito desaventajado donde el estudiantado aprende asignaturas no lingüísticas en inglés. La experiencia se condujo en dos áreas curriculares y en dos de sus géneros: la narración biográfica en ciencias sociales y la exposición descriptiva en ciencias naturales. Para analizar los cambios en la escritura del estudiantado se recogieron textos en tres momentos: antes de la intervención, y tras dos secuencias didácticas de Leer para Aprender, para cada género. El corpus se compone de los textos de diez estudiantes que habían completado todas las tareas de escritura, y que representaban los tipos de aprendices del aula: tres que aprendían fácilmente, tres que representaban la media del grupo, tres con dificultades y uno con necesidades educativas especiales. Los textos se analizaron utilizando las categorías propuestas en el modelo Leer para Aprender, con un total de 82 observaciones. Los resultados del test de Wilcoxon para muestras relacionadas indican una mejora significativa en el desempeño del alumnado tras la experiencia y, por tanto, los beneficios del andamiaje planificado de Leer para Aprender.
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Derechos de autor 2023 Juan Carlos Romero Bellido, Rachel Whittaker
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