Reading to Learn, Reading the World - How Genre-based Literacy Pedagogy is Democratizing Education - Claire Acevedo
Learning to Use Reading to Learn in Portugal
Reading to Learn, Reading the World - How Genre-based Literacy Pedagogy is Democratizing Education - Claire Acevedo
Carlos A. M. Gouveia [+]
Universidade de Lisboa
Carlos A. M. Gouveia holds a PhD in Applied Linguistics and is an Associate Professor (with professorship) at the Department of English, School of Arts and Humanities, University of Lisbon, Portugal, and a researcher at the Centre for General and Applied linguistic Studies (CELGA-ILTEC), at the University of Coimbra. Presently he is Head of the Graduate Programmeme in Portuguese as a Foreign/Second Language at the University of Lisbon. He has been involved in several research projects and coordinated the Portuguese team of the European Project Teacher Learning for European Literacy Education (2011- 2013).
Marta F. Alexandre [+]
Polytechnic of Leiria
Marta F. Alexandre is assistant professor at the Polytechnic of Leiria and integrated member of CELGA-ILTEC of the University of Coimbra, Portugal. She teaches Linguistic Theories, Discourse Analysis, Portuguese Linguistics and Portuguese as a Second Language. Her activity as a researcher includes: describing academic discourse (focusing the construction and teaching/learning of specialized knowledge in different fields), analyzing social representations (e.g. the representation of food habits in school textbooks), and the description and preservation of popular knowledge (namely folk songs and dances, as well as crafts related to the cycle of the wool).
Fausto Caels [+]
Polytechnic of Leiria
Fausto Caels is assistant professor at the Polytechnic of Leiria and integrated member of CELGA-ILTEC of the University of Coimbra, Portugal. His research focusses on the description of academic discourse from a genre perspective and the use of genre pedagogy in the areas of Science, History and Portuguese as a Second/Foreign language, both in compulsory and higher education.
Description
The growing success of R2L in Sweden attracted the interest of Danish educators, so Claire Acevedo and Ann-Christin Lövstedt applied for funding from the European Union for a multi-national training program. They eventually recruited five teams of educators from Sweden, Denmark, Scotland, Spain and Portugal for a three-year project, known as Teacher Learning for European Literacy Education, or TeL4ELE. In Chapter 11, Carlos Gouveia, Marta Filipe Alexandre and Fausto Caels outline its outcomes in Portugal, particularly in a project to describe the genres of the school curriculum.