The construction of meanings in reading and writing in the classroom

Abstract

This article reports results of the operationalization of a Portuguese as Second Language “Reading and Writing” course for Hispanic speakers, aiming to explain a concept of reading and writing as interrelated processes of construction of meanings. The course constitutes the research scenario. Classroom data were collected using different instruments: observations, recordings, notes and written productions of the subjects. From the data analysis, the subjects' reading and writing patterns were outlined. The results suggested that the conditions provided by the material contributed to the understanding of the subjects' reading and writing pattern.