Resumen en español

Reading to learn (R2L) is based on a set of strategies intended to qualify teachers to support their students during their learning process, in order to lead them to independent and successful creation of texts. This methodology has been implemented and researched around the world, considering different curriculum contexts, languages, and content areas. Nevertheless, the main concern of these studies has been learners’ reading and writing improvement based on this Genre-based pedagogy, paying less attention to teachers’ learning and implementation of R2L. This study presents an in-depth analysis of one in-service teacher’s appropriation of R2L for teaching spoken discourse in English as Foreign Language (EFFL) classroom. Specifically, the study describes the challenges and changes that might take place in teachers’ praxis as a result of this process. The study was conducted following a qualitative formative interventions (FI) design. Data were gathered through interviews and lesson observations. Analysis was carried out through activity systems analysis. Findings revealed changes in the teacher’s praxis referring to the object and tools and the contradictions she experienced when learning R2L that propelled such changes. This study will inform future professional development programs in R2L as well as expand our understanding of how R2L can be used for supporting learners’ spoken meaning-making in foreign language contexts.