Reading crisis and reader’s education: a matter of language policy?

Authors

  • Cristina Vergnano-Junger Universidade do Estado do Rio de Janeiro - UERJ

DOI:

https://doi.org/10.12957/matraga.2016.23131

Keywords:

language policy, reading crisis, reader education

Abstract

Researchers, governmental agencies, and offices of evaluation have been focusing their attention on the so-called “reading comprehension crisis” in Brazil. Besides, a discussion about reader’s education and the causational role of the school emerges from this midst. Likewise, the Internet and other digital technologies with their own texts and languages are often associated with the problem. In the last few years, we have been studying the aspects involved in reading comprehension with emphasis on how it relates to the digital world. Even though the discussions around the reading comprehension crisis take place under the scope of Education, we approach it under the framework of the socio-cognition within Applied Linguistics. Thus, in this paper, we propose to tackle this issue under the light of the Linguistics and add to the discussion the relationship between the necessary steps to educate the reader in the scenario of crisis and language policy.

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http://dx.doi.org/10.12957/matraga.2016.23131

Author Biography

Cristina Vergnano-Junger, Universidade do Estado do Rio de Janeiro - UERJ

Professora associada do Instituto de Letras da UERJ. Leciona língua espanhola na graduação e atua no mestrado e doutorado em Letras na especialidade de Linguística (Linguística Aplicada).

Published

2016-06-14

How to Cite

Vergnano-Junger, C. (2016). Reading crisis and reader’s education: a matter of language policy?. MATRAGA - Journal Published by the Graduate Program in Letters at Rio De Janeiro State University (UERJ), 23(38). https://doi.org/10.12957/matraga.2016.23131

Issue

Section

Linguistic Papers