FOREIGN LANGUAGE READING IN THE US: MAKING READING INSTRUCTION COMMUNICATIVE.
Palabras clave:foreign language reading, reading instruction, interactive reading theory, schema theory, teaching methodology
Foreign/L2 reading in the United States has evolved during the 1990s with the widespread acceptance of the interactive theory of reading. Nevertheless, the communicative language teaching approach often translates into a reduced role for reading in the classroom, and many traditional pedagogical materials are still used in language programs around the US. To foment communicative reading instruction, this paper provides an overview of some of the unique features presented in six currently used language methodology texts, providing a snapshot of how reading instruction is taught to future teachers. Finally, a framework for presenting reading through communicative activities is suggested, one which is both information- and task-based, allowing for easy adjustment to learners´ needs