Reader roles, Register and Scaffolding: a set of ideas for English teaching in tertiary education

Authors

DOI:

https://doi.org/10.26512/rhla.v23i1.53699

Keywords:

English language teaching, Discourse, Reading, Scaffolding

Abstract

The purpose of this text is to report the process of developing mediation resources for reading practices and discursive analysis for a course on Discourse, taught, in English, to undergraduate student teachers of English and Portuguese at a federal university in Southeastern Brazil. This process was developed based on the Four Resources Model (reader roles) by Luke and Freebody (1990); in the Theory of Register of Systemic-Functional Linguistics, according to Martin and Rose (2007); and in the pedagogical approach of Scaffolding, according to Gibbons (2015) and Hammond (2021). These bases were used as methodological tools for planning and preparing teaching materials for use in the discipline. The result of the experience was the design of a modular course plan in terms of reader roles, the sequencing and didactic transposition of the contents of the program based on aspects of the context of classroom language use, applied for pedagogical purposes.

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Author Biography

Vivian Mendes Lopes, Universidade Federal Fluminense

Possui graduação em Licenciatura Português Inglês e mestrado em Linguística Aplicada pela Universidade Federal Fluminense (2005 e 2008). Cursou doutorado em Letras também pela Universidade Federal Fluminense (2014), na área de Teoria e Análise Linguística, com ênfase em Linguística Funcional Sistêmica. Realizou estágio de doutoramento sanduíche na Universidade de Sydney (2012), onde desenvolveu o aprofundamento metodológico de sua tese, a qual teve como foco a abordagem da questão da indeterminação no discurso em língua estrangeira (hiato entre querer e conseguir dizer) e suas implicações identitárias (relação sujeito-discurso) no enquadre do Funcionalismo Sistêmico. Foi professora Adjunta da Universidade do Estado do Rio de Janeiro (2015-2019), atuando na graduação e no Programa de Pós-Graduação Lato Sensu do Instituto de Letras da UERJ. É professora Adjunta da Universidade Federal Fluminense.

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Published

2024-11-26

How to Cite

Lopes, V. M. (2024). Reader roles, Register and Scaffolding: a set of ideas for English teaching in tertiary education. Revista Horizontes De Linguistica Aplicada, 23(1), AG9. https://doi.org/10.26512/rhla.v23i1.53699

Issue

Vol. 23 No. 1 (2024): Fluxo contínuo

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