2024-03-28T08:39:27Zhttps://repositori.uji.es/oai/requestoai:repositori.uji.es:10234/1832982019-11-18T12:51:19Zcom_10234_71345com_10234_158176col_10234_92228
Repositori UJI
author
Rubert Albiol, Andrea
other
Martí Arnándiz, Otilia
other
Universitat Jaume I. Departament d'Educació i Didàctiques Específiques
2019-07-18T12:25:13Z
2019-07-18T12:25:13Z
2019
http://hdl.handle.net/10234/183298
Lack of reading comprehension is thought to be at the core of academic failure in lower
secondary education and beyond. Adolescents’ difficulties to understand what they are asked
to read in instructional settings are even greater when texts are written in a foreign language.
Overcoming these reading difficulties is a must in a globalised world where English as a
lingua franca has become a requirement not only to find a better job but also to participate in
social networking. Yet, English teachers are not trained to consciously and efficiently help
ELLs become skilled readers and, unfortunately, most coursebooks include reading texts that
are far from students’ academic and personal needs or interests. The present dissertation starts
by analysing one of those textbooks, Spectrum 2, with the aim of redesigning a selection of
the reading lessons it includes according to the text genres they represent. Our didactic
proposal follows Farrell’s (2009) principles in order to teach, but not test reading
comprehension. To that end, every reading lesson adopts a strategic approach to intensive
reading through meaningful, motivating and interactive activities, which intend to make
reading the major goal of the reading lessons instead of using it as an excuse to practise
grammar or vocabulary.
eng
Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes
Máster Universitario en Profesor/a de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanzas de Idiomas
Master's Degree in Secondary Education, Vocational Training and Language Teaching
reading comprehension
intensive strategic reading
ELLs (i.e. English Language Learners)
lesson planning
supplementing textbooks
Supplementing EFL textbooks in lower Secondary Education: a focus on reading comprehension
info:eu-repo/semantics/masterThesis
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URL
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TFM_2019_RubertAlbiol_Andrea.pdf
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https://repositori.uji.es/xmlui/bitstream/10234/183298/3/TFM_2019_RubertAlbiol_Andrea.pdf.txt
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TFM_2019_RubertAlbiol_Andrea.pdf.txt