A experiência de ensino-aprendizagem da escrita acadêmica em inglês com o Programa Ler para Aprender

Karen Santorum

doi:10.5433/1519-5392.2024v24n2p52-70

Authors

Karen Santorum Federal University of Santa Maria https://orcid.org/0000-0001-6001-519X

DOI:

https://doi.org/10.5433/1519-5392.2024v24n2p52-70

Keywords:

reading to learn program, systemic-functional linguistics, teaching of english as additional language.

Abstract

This article reports the contribution of Systemic-Functional Linguistics in a teaching and learning experience by leading participants to an awareness of the linguistic resource of grammatical metaphor and, consequently, to the incorporation of this resource in their academic writing. The methodology employed was based on the pedagogical proposal presented by Systemic-Functional Linguistics with its Genre-Based Pedagogy through the implementation of the Reading to Learn Program. The study had as participants undergraduate students of English as an additional language, and the corpus of the research is made by the genre Case Study, which is a report produced for the Observation internship. The results show that after the implementation of the Reading to Learn Program, there was the learning and mastery of the linguistic resource studied, by the students, in addition to the instrumentalization of these subjects, future teachers of English/ALLA, in relation to the methodology brought by Systemic-Functional Linguistics. The theoretical-practical contribution refers to a methodology that helps future teachers in the teaching of writing.

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Author Biography

Karen Santorum, Federal University of Santa Maria

Possui graduação em Letras - Português Inglês (FURG - 1997), Especialização em Língua Inglesa (2005), Mestrado em Letras pela (UNISC - 2017) e Doutorado em Letras (UFRGS - 2019). Além disso, atuou como pesquisadora da UNIFESP em nível de Pós-Doutorado. Atualmente, é Professora do Departamento de Letras Estrangeiras Modernas da UFSM e membro dos grupos de pesquisa SAL e GPESF. Ademais, é membro da ALSFAL e coordenadora do projeto de pesquisa Programa Ler para Aprender e sua dupla dimensão: recurso e insumo para o ensino da leitura e escrita de língua inglesa em contexto brasileiro. Foi Coordenadora de Área do PIBID no Subprojeto de Língua Inglesa. Tonou-se mãe em dezembro de 2022. Tem experiência de atuação na área de Letras, com ênfase em formação de professores, linguística e Língua Inglesa. Desenvolve pesquisas em Linguística Sistêmico-Funcional e acerca do Programa Profissional de Ensino de Leitura e Escrita Ler para Aprender.

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