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Messages delivered by the media are often used as a source of authentic texts in language teaching, yet there is not a sufficient amount of works dealing with the connection between media education and language teaching. The theoretical part of this thesis, therefore, tries to describe this relationship from the perspective of media studies, linguistics and language teaching methodology. The aim of this work is to create teaching materials incorporating media education into teaching English as a foreign language. The materials consist of worksheets for students and methodological support for teachers. Key words media education, language teaching, authentic text, context, curricular documents, teaching materials, worksheets, methodological support

Empathy and cultural understanding of groups that are marginalized due to religious, ethnic or sexual background is essential for peace in schools, neighborhoods, and society at large. Literacy classrooms can be a safe environment in which students can develop their own understandings and empathies. Although worthwhile, much of the research lacks details of student reactions to the people and cultures read about in historical narratives, as well as a focus on pedagogical practices that could give students a deep understanding of the culture. This study analyzed the empathetic responses of 13 sixth grade students to themes presented in a Mexican American narrative text, The Circuit. The purpose of this study was to understand the nature of student empathy and how empathetic responses reflect a rich historical and visual context. Key data sources of this interpretive study included large group discussions, small group discussions, written journal responses, and interviews. The results of this study indicated that students' empathetic responses are varied and complex and seem to reflect familiarity with topics in the text and personal background. Minimizing the cognitive demand of cultural content seemed to be a key pedagogical factor in helping students reach deeper levels of empathy. Suggestions are given for educators looking to teach empathy through cultural texts. Possible areas of research are recommended.

The present study aims at investigating some aspects involved in teaching English reading through authentic texts, in a public high school, based on my experience as a teacher in such context. The paper, of ethnographic basis, will also consider theoretical postulates in relation to the authenticity of English texts, as well as in relation to the reading theories and to the English for Specific Purposes approach. The authenticity issue in the language classroom is a complex theme, even more so if we discuss the concept of "authentic". This paper, a selfanalysis, aims at carefully studying this concept and the use of such material in reading development in language learning. The research instruments include recordings of classes in video tape, the teacher-researcher s field notes, learners notes, interviews with learners and questionnaires. Data analysis, as it was triangulated, suggests that, according to students as well as teacher-researcher s reactions, the use of authentic texts in the English reading class, considering some aspects of a need for choosing the theme and negotiating meanings at the time of the reading, may contribute to a more meaningful and realistic learning, in this more specific context. Therefore, considering that the teaching and learning process is also based on elements other than just classroom material itself, there are other essential factors to this process, such as critical and reflexive teacher education and his or her conceptions of reading, learners contributions, as well as the content of the proposed activities. / Esta pesquisa, de base etnográfica, visa a investigar alguns aspectos que envolvem o ensino de leitura em língua inglesa por meio de textos autênticos, na rede pública, partindo de minha experiência como docente neste contexto. Embasando o trabalho serão considerados postulados teóricos referentes à questão da autenticidade de textos em língua inglesa, bem como concepções teóricas de leitura e aspectos relacionados à abordagem instrumental no ensino de línguas. A autenticidade na sala de aula de línguas é um tema complexo, sobre tudo no que diz respeito à própria conceituação do termo "autêntico". Esta pesquisa, de autoanálise, objetiva, portanto, problematizar o conceito e analisar a utilização desse tipo de material no desenvolvimento da leitura no campo da aprendizagem de línguas. Os instrumentos de pesquisa do presente estudo compreendem gravações de aulas em vídeo, notas de campo da professora-pesquisadora, depoimentos dos aprendizes-participantes, questionários e entrevistas. A análise dos dados, triangulados, sugere, por meio das reações manifestadas pelos alunos e pela professora-pesquisadora, que a exploração de textos autênticos em aulas de leitura em língua inglesa, observados alguns aspectos como a análise de necessidades na escolha do tema e também a negociação de significados no momento da leitura, pode contribuir para um ensino mais significativo e coerente com a realidade dos aprendizes, nesse contexto específico. Assim, considerando que o processo de ensino e aprendizagem constitui-se de elementos outros que não apenas o material didático em si, fatores cruciais nesse processo são pressupostos, como a formação crítica e reflexiva do professor e suas concepções de leitura, as contribuições dos aprendizes, bem como o teor das atividades propostas. / Mestre em Lingüística

Данная научная работа направлена на выявление эффективности и способов использования комиксов в качестве учебного материала при обучении русскому языку учеников французских лицеев. Описываются преимущества такого подхода. Предлагаются примеры возможных упражнений на разных этапах работы с комиксами. Материалом для упражнений выступает серия русских комиксов о Майоре Громе. В первой части работы рассматриваются общие теоретические вопросы, касающиеся особенностей поликодовых текстов в целом и комиксов в частности. Во второй части работы описывается методологическая основа процесса совершенствования ИКК учащихся с помощью комиксов, а также критерии отбора материала для занятий. Наконец, в третьей части работы предлагается комплекс упражнений на тренировку учащимися конкретной грамматической темы – «спряжения глаголов русского языка». Комплекс упражнений разрабатывается на материале комиксов в контексте обучения такому рецептивному виду речевой деятельности как чтение. Оценивается качество выполнения упражнений учащимися. Теоретическая значимость работы заключается в выявлении видов упражнений, материалом для которых являются комиксы. Практическая значимость результатов исследования состоит в том, что их можно использовать на занятиях по русскому языку как иностранному при обучении французских учеников в условиях неязыковой среды. Результаты исследования могут оказать помощь при разработке учебных материалов с использованием комиксов. / This scientific work is aimed at identifying the effectiveness and ways of using comics as an educational material in teaching the Russian language to students of French high schools. The advantages of this approach are described. Examples of possible exercises at different stages of working with comics are offered. The material for the exercises is a series of Russian comics about Major Grom. The first part of the work deals with general theoretical issues concerning the features of polycode texts in general and comics in particular. The second part of the work describes the methodological basis for the process of improving the foreign language communicative competence of students with the help of comics, as well as the criteria for selecting material for classes. Finally, in the third part of the work, a set of exercises is proposed for students to train a specific grammatical topic - “conjugation of verbs in the Russian language”. A set of exercises is developed on the material of comics in the context of teaching such a receptive type of speech activity as reading. The quality of the exercises performed by the students is evaluated.

As theories on the process of reading have advanced so definitional changes have resulted. This in turn has impacted on the teaching of reading. Comprehension is not the result of successful word recognition, rather, meaning is constructed by the reader using various sources as a frame of reference. Reading requires an interaction between the reader, the text read and the context in vvhich it is read. Reader factors involve language competencies, prior knowledge, vocabulary, the use of strategies and attitudes and motivation. The text may be narrative or expository and encompasses instructional materials. The tvvo broad categories in the context are the classroom setting and the instructional context. An 'interactive' or 'organisational' paradigm underlying inclusion recognises individual differences as being a probable cause of failure but postulates that the school and all that it encompasses, can be a barrier to learning and development. As such it is not deficit driven, attributing failure to learners alone. In the case of reading, this means not attributing reading failure to the reader alone but acknowledging the role of the text and the context. This point of departure is confirmed by an interactive model of disability, which, while still explaining reading deficits, advances that alternative areas also be investigated. Focusing on abilities is conducive to proactivity in the prevention of barriers to learning and development. To be inclusive therefore, mainstream schools generally and classrooms specifically, will need to be reformed and restructured to be more responsive to learners experiencing barriers to learning and development. This will require enhanced teaching methods and flexible support systems. Accommodating diversity presupposes the acknowledgement of each learner's uniqueness in order to meet individual needs. This will be facilitated when in the compilation of a reading programme to meet individual needs, the reader, the text and context are matched through assessment and instruction . A reading programme to enhance the teaching of reading and thereby meet individual needs has been compiled and implemented in a mainstream, intermediate phase class. From this practical experience and the literature studied, guidelines for the teaching of reading have been formulated for teachers in the intermediate phase to use within the context of inclusion. / Educational Studies / D. Ed. (Orthopedagogics)

As theories on the process of reading have advanced so definitional changes have resulted. This in turn has impacted on the teaching of reading. Comprehension is not the result of successful word recognition, rather, meaning is constructed by the reader using various sources as a frame of reference. Reading requires an interaction between the reader, the text read and the context in vvhich it is read. Reader factors involve language competencies, prior knowledge, vocabulary, the use of strategies and attitudes and motivation. The text may be narrative or expository and encompasses instructional materials. The tvvo broad categories in the context are the classroom setting and the instructional context. An 'interactive' or 'organisational' paradigm underlying inclusion recognises individual differences as being a probable cause of failure but postulates that the school and all that it encompasses, can be a barrier to learning and development. As such it is not deficit driven, attributing failure to learners alone. In the case of reading, this means not attributing reading failure to the reader alone but acknowledging the role of the text and the context. This point of departure is confirmed by an interactive model of disability, which, while still explaining reading deficits, advances that alternative areas also be investigated. Focusing on abilities is conducive to proactivity in the prevention of barriers to learning and development. To be inclusive therefore, mainstream schools generally and classrooms specifically, will need to be reformed and restructured to be more responsive to learners experiencing barriers to learning and development. This will require enhanced teaching methods and flexible support systems. Accommodating diversity presupposes the acknowledgement of each learner's uniqueness in order to meet individual needs. This will be facilitated when in the compilation of a reading programme to meet individual needs, the reader, the text and context are matched through assessment and instruction . A reading programme to enhance the teaching of reading and thereby meet individual needs has been compiled and implemented in a mainstream, intermediate phase class. From this practical experience and the literature studied, guidelines for the teaching of reading have been formulated for teachers in the intermediate phase to use within the context of inclusion. / Educational Studies / D. Ed. (Orthopedagogics)