From receiver to co-enunciator : last 30 years of reading instruction in foreign language

Authors

  • Sandra Venancio Kezen Buchaul

Keywords:

Reflection, Teaching and learning, Foreign language, Reading strategies, Sociointerational model, Sociodiscursive interacionism

Abstract

This study aimed at creating spaces for (self ) reflection upon the teaching and learning of reading in a foreign language. Therefore, it intended to observe how English classes contribute to a teacher´s awareness of the process of reading in a foreign language and to the (re)construction of meanings during such process. The theoretical framework is based on the sociointeracional model of reading (MOITA LOPES, 2000; NUNES, 2000; WIDDOWSON, 1983, 1990), attached to reading strategies (NUTTALL, 1982, 1996) and complemented by the sociodiscursive interactionism (BRONCKART, 2003; VYGOTSKY, 1998; BAKHTIN, 1989, 2000, among others). It is also based on Freire (1997, 2001), Wallace (1992) and Silberstein (1987), regarding the process of awareness raising, reflecting and questioning upon the process of teaching and learning. Furthermore, this study has its basis on the National Curriculum Parameters for the teaching of reading in a Foreign Language (PCN-LE, 1998) and on the development of language capacities (DOLZ; SCHNEUWLY, 1998).

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Issue

Vol. 9 No. 1/3 (2007): Edição comemorativa - 10 anos

Section

Dissertation and thesis abstracts

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How to Cite

BUCHAUL, Sandra Venancio Kezen. From receiver to co-enunciator : last 30 years of reading instruction in foreign language. Revista Vértices, [S. l.], v. 9, n. 1/3, p. 177–178, 2010. Disponível em: https://editoraessentia.iff.edu.br/index.php/vertices/article/view/71.. Acesso em: 3 jul. 2024.