Publication: Géneros Discursivos y Sociedad. Memoria PID 128-2015
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2016-02
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Abstract
Este documento recoge los resultados principales del Proyecto de Innovación Docente 128-2015 titulado Géneros y sociedad: propuesta interdisciplinar y transcultural para la enseñanza-aprendizaje de la lectura y escritura en la formación del profesorado. Su objetivo ha sido diseñar e implementar una propuesta de mejora para la lectura y la escritura basada en el modelo lingüístico funcional de Halliday desarrollado a través de la pedagogía de los géneros de la Escuela de Sydney, cuya descripción más reciente se encuentra en el texto publicado por Rose y Martin (2012), Reading to Learn (R2L).
This document summarizes the main results of the Teaching Innovation Project 'Genres and society: an interdisciplinary and transcultural proposal for reading and writing teaching and teacher training'. The project focuses on designing and implementing a proposal to improve reading and writing based on Halliday's functional linguistic model developed through the genre-based-pedagogy School in Sydney, and whose most recent description can be found in Rose & Martin (2012), Reading to Learn (R2L).
This document summarizes the main results of the Teaching Innovation Project 'Genres and society: an interdisciplinary and transcultural proposal for reading and writing teaching and teacher training'. The project focuses on designing and implementing a proposal to improve reading and writing based on Halliday's functional linguistic model developed through the genre-based-pedagogy School in Sydney, and whose most recent description can be found in Rose & Martin (2012), Reading to Learn (R2L).
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Rose , D. (2011). Reading to learn: Accelerating Learning and Closing the Gap. Teacher training books and DVD. Sydney: Ready to Learn. http://www.readingtolearn.com.au
Rose, D. & J.R. Martin (2012). Learning to Write. Reading to Learn. Genre, Knowledge and Pedagogy in the Sydney School. London: Equinox.