Reading to Learn professional learning program and genre-based pedagogy in teaching and learning additional languages
Keywords:
Genre-based pedagogy, SFL, Genres curriculumAbstract
In this article, we describe a macro procedure for the sequence of genres in the curriculum, conceived in the genre-based pedagogy of the R2L Program. Systemic-Functional Linguistics (SFL) has been widely used in analysis, language education and also, in the teaching and learning of additional languages. Therefore, we present the theoretical and practical applicability of the contributions of SFL and also of Bernstein's sociolinguistics (2000) to the teaching and learning of additional languages, with the aim that teachers can improve the teaching of reading and writing in classrooms through the use of the Teaching and Learning Cycle (TLC) and the teaching of genres in schools (Rose, 2016, 2018, 2020a, 2020b). From a methodological point of view, teaching and learning activities are described in more detail, highlighting teacher/student interaction through the R2L Program, so that researchers, teacher trainers and teachers are familiar with the genres of the curriculum, ensuring the pedagogical metalanguage needed. The results seem to suggest that outlining principles for teaching curriculum genres, for teacher training, can bring awareness to the structuring of pedagogical exchanges, redesigning them in learning through reading and writing.
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