Learning the Spanish language in integrated education with a focus on reading and text production of speech genres

Abstract

This article aims to present the results of Spanish teaching and learning experiences with students in the 3rd year of Internet Computing at Integrated High School (EMI) using active methodologies. Pedagogical strategies are shared from the reading of images that resulted in

the production of discursive genres, aiming to reflect on the application of engaged alternatives aimed at learning the foreign language under study. This is a qualitative approach to action research, which aimed to organize the speeches produced by the students. The theoretical framework is based on the Dialogical Discourse Analysis (ADD) of the Bakhtin Circle present in Brait (2006), Volóchinov (2017), Faraco (2009), and also in Zabala (1998) which addresses educational practices in the context of comprehensive training. The results point to the acquisition of skills in reading, understanding and interpreting image language with possibilities for developing skills in written production in Spanish.

Keywords: Active methodology; Teaching Spanish; Discursive genres; Dialogic Discourse Analysis.