Reading to Learn and EFL Students’ Construction of Spoken Biographical Recounts

Abstract

Reading to Learn (R2L) is a genre-based pedagogical model that has been used worldwide for promoting student literacy in L1 and L2 contexts. Despite its increasing popularity, very few studies have reported how R2L can be used to support learners’ spoken communication in foreign language classrooms. This article reports the results of a qualitative study that explored how a rural-school teacher of efl used this model to support ninth graders’ understanding and production of spoken biographical recounts. Findings revealed that learners’ spoken meaningmaking potential increased during the R2L lessons, both in terms of the amount of new content students conveyed throughout the stages and phases of the genre and in connection with the variety of lexico-grammatical resources learners used. Findings also revealed that the teacher’s use of metalanguage, both verbally and represented in a diagram, became a key scaffold in students’ independent construction of biographical recounts. The study underscores the value of this pedagogy for promoting spoken discourse in efl classrooms.
 
 

The implementation of Reading to Learn for the Southern Thailand pre-service teachers

“…It aims "for all students to learn independently from reading, and successfully demonstrate their learning through writing" (Rose, 2020). Initially developed to facilitate indigenous students from remote communities in Central Australia (Rose & Martin, 2012), R2L now has been implemented in the mainstream education program in Australia (Carusi-Lees, 2017), and has been becoming a prominent embedded literacy program adopted by teachers and educationalists in Asia (Kartika-Ningsih, 2015;Kartika-Ningsih & Gunawan, 2019;Shum et al, 2018), South America (Herazo Rivera et al, 2021), North America (Ramírez, 2020;Rose, 2014), and Western Europe (Acevedo & Lövstedt, 2014;Coffin et al, 2013;Gouveia, 2014;Whittaker & Acevedo, 2016).…”

Critical SFL praxis in teacher education: Looking backward and looking forward (Introduction to special issue on Systemic Functional Linguistics as Critical Praxis in Teacher Education: Looking Backward and Looking Forward)

“…Llinares and McCabe 2020), Latin America (e.g. Boccia et al 2019;Herazo Rivera et al 2021), and the United States (e.g. de Oliveira and Avalos 2018; Schleppegrell 2020).…”