Working with Reading to Learn in a bilingual primary school: Genres, literacy, inclusion:

Juan Carlos Romero Bellido; Rachel Whittaker

doi:10.1344/did.2023.14.10-29

Autors/ores

Juan Carlos Romero Bellido CEIP San Pablo, Madrid, Espanya
Rachel Whittaker Universidad Autónoma de Madrid, Espanya

DOI:

https://doi.org/10.1344/did.2023.14.10-29

Paraules clau:

pedagogia dels gèneres acadèmics, educació bilingüe, inclusió, bastida planificada

Resum

Presentem els resultats de la implementació de la pedagogia basada en gèneres discursius Llegir per Aprendre (Rose, 2018a) en una classe de 5è d’educació primària d’un districte desfavorit on l’estudiantat aprèn assignatures no lingüístiques en anglès. L’experiència es desenvolupà en dues àrees curriculars i amb dos dels seus gèneres: la narració biogràfica a ciències socials, i l’exposició descriptiva a ciències naturals. Les dades es van recollir en tres moments: abans de la intervenció, i després de dues seqüències didàctiques de Llegir per Aprendre, per a cada gènere. El corpus es compon dels textos de deu estudiants que van realitzar totes les tasques d’escriptura i que representen la diversitat de l’aula: tres estudiants amb facilitat, tres que representen la mitjana, tres amb dificultats d’aprenentatge, i un amb necessitats educatives especials. Es van analitzar 14 característiques dels gèneres seguint el protocol de Rose, amb un total de 82 observacions. Els resultats del test de Wilcoxon per a mostres relacionades en aquest estudi quasi-experimental mostren una progressió significativa a través del temps en ambdós gèneres. Per tant, tots els alumnes es van beneficiar del cicle planificat de bastides proporcionades pel model Llegir per Aprendre.

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Llegir per Aprendre en una escola bilingüe de primària: Gèneres discursius, alfabetització, inclusió