Herazo, José DavidGonzález Rodríguez, Estefany2022-11-182022-11-182022-11-16https://repositorio.unicordoba.edu.co/handle/ucordoba/6831Reading 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.Introduction 9Theoretical Framework 12Systemic Functional Linguistics 12Reading to Learn (R2L) 13R2L for Spoken Discourse 18Activity Theory and Teacher Praxis 19A Review of Research in R2L 22Changes in Teachers’ Praxis 23Challenges, Tensions and Conflicts 25Methods 29Research Design 29Context and Participants 32Professional Development Program 32Data Collection Procedures 33Data Analysis 38Findings 40Ely’s Praxis at the Onset of the Project 40Changes in Ely’s Praxis 49Change in the Object of the System 50Change in the Mediational Tools of the System 58Change in the Community of the System 71Discussion 75Findings Related to the Literature 75Conclusions 79References 82List of footnotes 87Appendices 88Appendix A: Analysis of text 88Appendix B: Genre analysis 90Appendix C: R2L for spoken discourse 93Appendix D: Text transcript 104Appendix E: Pedagogical Diagram 105application/pdfengCopyright Universidad de Córdoba, 2022Trabajo de grado - Maestríainfo:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)PraxisReading to learn (R2L)ContradictionsFormative interventionActivity systemSpoken discourseProfessional developmentPraxisReading to learn (R2L)ContradictionsFormative interventionActivity systemSpoken discourseProfessional development