Lectura crítica : ¿habilidad o práctica social? formas de lectura de dos estudiantes de un curso de español con fines académicos

Abstract

The present research is based on the developments proposed by applied linguistics for the teaching of Spanish for academic purposes. It is framed in a qualitative methodology to identify the characteristics that shape critical reading, starting from the premise that its understanding has been surrounded by confusion when naming it as a skill or as a social practice. As a method, thematic analysis was assumed, starting with a literature review, and then complementing it with some data collection techniques such as non-participant observation in a Spanish setting for academic purposes, classes and interviews with a teacher and two Vietnamese students. Using New Literacies Studies as a theoretical framework in the category of academic literacies, a route was outlined for analyzing the data from the subcategories of identity, ideology and interpretation. Based on the findings, a roadmap is proposed to be followed by teachers when proposing reading activities in class, in order to develop critical stances in students. Keywords: Applied linguistics, Spanish for academic purposes, critical reading, New literacy studies, academic literacies