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Forming readers in foreign language teaching: an analysis of representations of reading shared by teachers of Spanish

Grant number: 15/02786-7
Support Opportunities:Scholarships in Brazil - Master
Effective date (Start): November 01, 2015
Effective date (End): February 28, 2017
Field of knowledge:Linguistics, Literature and Arts - Linguistics - Linguistic Theory and Analysis
Principal Investigator:Luzmara Curcino Ferreira
Grantee:Rafael Borges Ribeiro dos Santos
Host Institution: Centro de Educação e Ciências Humanas (CECH). Universidade Federal de São Carlos (UFSCAR). São Carlos , SP, Brazil


In the current global context, in which access and exchange of information in most languages and cultures became more frequent because of political, technical and cultural reasons, learning another language and knowing how to read texts in a foreign language became both a requirement and a need for individuals in different social groups. Given the previous research on contemporary reading practices that took place during the graduation and being the focus of the Licentiate Languages degree both Portuguese and Spanish, we propose to ally these two aspects of our formation and proceed to a master degree investigation about the work teachers develop concerning reading skills in Spanish classes of Brazilian schools. Thus, we seek to analyze, among Spanish teachers from public and private schools and language institutes of the State of São Paulo, the different representations these professionals have of what reading is, either as a social practice and a specific skill explored in foreign languages classes. In order to do that, we will elaborate a questionnaire for Spanish teachers who work at teaching institutions located in the state of São Paulo, whose answers will allow us to infer their discourses about reading, the readers they work with (their pupils) and reading practices they promote. The objectives of this work are to raise and analyze discourses about reading that these professionals share, and reflect upon the usefulness of these discourses as guiders of activities planned for Spanish classes. Theoretical background bases itself on concepts of French Discourse Analysis, Literacy Studies on foreign languages teaching and learning, and Cultural History principles concerning books and reading, which offer tools to analyze representations of reading expressed in teachers' enunciations, the way they promote reading and their methodologies on teaching this skill. (AU)

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