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This article presents the response of a group of teachers from a bilingual State Secondary School with an intake of very varied student profiles, to the problems of production and comprehension of texts, which they had identified at different levels of schooling and in a variety of subjects. First, it describes the context in which the decision was taken to create a Working Group to introduce colleagues to the Reading to Learn pedagogy as a result of the participation a number of members of staff in the Teacher Learning for European Literacy Education (TeL4ELE) project. Next, it presents the contents of the In-service Training Seminar, which triggered a reflection on their student’ control of school discourses, and led to an intervention based on knowledge of the genres of the texts used in class. Finally, a number of examples of student written production are analyzed, showing development in the students’ control of the genres. The experience shows the teachers’ recognition of the model’s potential for working with texts across the curriculum, and especially of the solutions it offers to the great diversity of pupils in their classrooms. Thus, the participants’ have adopted a new approach to reading and writing in their school.

lenguaje y textos

Cambios de enseñanza-aprendizaje tras la implementación del modelo Reading to Learn/Leer para Aprender en las aulas de educación secundaria de un Centro bilingüe