Browsing by Author "Cornejo Quinteros, Leonardo"

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    Using a Bilingual R2L Adaptation to Develop Speaking Skills For Movie Reviews in an EFL Context
    (2024) Cornejo Quinteros, Leonardo; Gajardo Moller, Consuelo; Pontificia Universidad Católica de Chile. Facultad de Letras
    Action research project which examines the teaching of oral movie reviews in an eleventh-year class at a government-subsidised private school in Puente Alto, Chile. The primary research objective is to evaluate the impact of using a bilingual Reading to Learn (R2L) pedagogy to develop students’ speaking skills for the production of the movie review genre. Grounded in Systemic Functional Linguistics, this pedagogy informs the selection and analyses of model texts, as well as the language focus for teaching the review genre.The proposed R2L incorporates three iterative cycles of classroom activities designed to scaffold students’ progression from reading to orally producing the review genre through teacher guidance. Additionally, translanguaging strategies are integrated in the R2L to facilitate students’ understanding of the review genre and its language features, enabling them to produce oral texts on their own. These two theoretical frameworks – R2L and translanguaging – build the bilingual R2L pedagogy to support and enhance the students’ oral production in English of movie reviews.The findings from this pedagogical intervention reveal three key outcomes. First, the implementation of the proposed bilingual R2L significantly helped students to develop well-structured oral reviews. Second, the pedagogical strategies of the proposed bilingual R2L successfully provided students with appropriate language features to produce movie reviews orally. Third, the intervention improved students’ skills to employ evaluative language to engage and persuade their audience when reviewing movies in speech. For all these reasons, this action research demonstrates that a bilingual R2L adaptation positively impacts on students’ language development and their ability to produce oral movie reviews. By providing structured scaffolding and plenty opportunities for guided practice, this approach proves to be an effective method to improve students’ confidence and competence in the oral production of the review genre.