Reading comprehension in English from a multilingual perspective: didactic material for university chemistry students
Keywords:
reading comprehension in English, higher education, plurilingualism, text genresAbstract
Given the need to embrace the diversity of verbal repertoires, as well as linguistic, cultural and aca- demic experiences of the students who take the English course (module) at the Faculty of Chemi cal Sciences, National University of Córdoba, this article collects proposals of multilingualism-based didactics, such as language contact, work around text genres, transfer of common linguistic compo- nents among languages, emphasis on reading stra- tegies and metalinguistic reflections.Through these approaches, together teaching context studies, we present a project for the elaboration of didactic se- quences (Dolz and Gagnon, 2010).A survey of disci- plinary bibliography was conducted.and some com mon genres (Bronckart, 2004; 2007) were identified. Samples of the identified genres were analysed, and some of the discursive and linguistic elements ob- served were chosen.for example.the vast presence of pan-Romance lexicón in English that enables a transfer base. Considering this, didactic sequences are being designed with the genres safety standards, textbook, research article and experimental section of a research article.We inelude activities of analysis and reflection on the context and genre, reading for compréhension, analysis of discursive and linguistic aspects, as well as integration tasks. In 2019, part of the material was put to test, and although many as pects remain to be investigated, it is expected that the multilingual didactic perspective adopted in this work can contribute to the renewal of the existing didactic material in the area.
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