From Curriculum Demands to Genre Pedagogy: Bilingual Adaptation of Reading to Learn for an L2 Lesson Planning

Reading to Learn (R2L) is a literacy methodology and teacher development program inspired by Systemic Functional Linguistics. Recently, it has been adapted for second/foreign language courses with bilingual teaching (KARTIKA-NINGSIH; ROSE, 2021; RAMÍREZ, 2020; KARTIKA-NINGSIH, 2016). Although R2L has successfully expanded worldwide, its impact on textbooks, school programs, and educators has also been uneven. To describe how these conceptual inconsistencies play out, this article contrasts a textbook methodology partially informed by genre theory when applied in an L2 English class in Colombia with a recent bilingual adaptation of R2L in an L2 Spanish class in the United States. This latter case is based on genre theory and R2L pedagogy (ROSE, 2018a) and bilingualism approaches (RAMÍREZ, 2020; LESSOW-HURLEY, 2005; LABERGE; SAMUELS, 1974). Findings reveal a prominent pedagogical gap between the reading and the writing sections of the partially informed genre-based methodology but a robust linguistic scaffold in the bilingual R2L experience. The resulting recount exemplifies detailed and annotated lesson planning for teachers interested in thoroughly applying the latter methodology, especially for L2 settings. Preceded by some similar interventions, this experience confirms that the integration of both native and foreign languages within the R2L methodology makes it a promising approach.


Introduction
Other foreign-language bilingual adaptations of R2L include Kartika-Ningsih and Rose (2021) and Kartika-Ningsih (2016). In the frame of bilingual biology lessons at a junior high school in Indonesia, they extended R2L genre-based literacy pedagogy to embed written and spoken Indonesian and English for both teaching materials and instruction, especially for the Joint Construction strategy. For my lesson planning, I followed the pedagogical methodology developed by Ramírez (2020). 3 From genre information to genre-based pedagogy: R2L theoretical principles From the early 1980s, Martin and his colleagues developed a methodology that assisted the Australian school system with the literacy of their students, a third of whom spoke other languages than English (ROSE, 2018a). To do so, they worked on the basis of Halliday's functional model of language in social contexts in order to highlight the fact that the curriculum contained social purposes that depended on language use (MARTIN, 1985;ROTHERY, 1996;CHRISTIE;MARTIN, 1997). With time, it evolved into a genre-based pedagogy and an international teacher professional learning program that started with the popular Teaching/Learning Cycle and that now is represented by Reading to Learn as a third-generation genre-based pedagogy. This is worth mentioning because programs like the one mentioned in the Introduction, willing to apply a literacy pedagogy, have fallen into the error of accessing outdated SFLinfluenced methodologies, textbooks, books, and articles (e.g. HERMANSSON et al., 2019).
R2L guides students to read the curriculum and to produce texts in all subject areas based on what they learned from reading (ROSE, 2018). This pedagogy has proved to accelerate literacy development at twice to over four times expected rates (MCRAE et al., 2000;CULICAN, 2006;FARRINGTON;PAGE, 2008). The same findings reveal that it contributes to overcoming the gap between the traditionally most and least successful learners within a single course, which I prefer calling educationally unprivileged students.
Without this building-up methodology, literacy training can perpetuate and exacerbate the starting point difference to the end of the course, mainly disfavoring Culturally Diverse Learners (CDL), which normally are the students that belong to groups that have been excluded from an elite education due to ethnic discrimination first and, consequently, socioeconomic limitations. Thus, the improvement resulting from skills that an educationally privileged student had prior to the course tends to be wrongly credited to teachers when, in reality, it has a lot to do with how much knowledge they had accumulated in previous educational stages as the result of their cultural, ethnic, and socioeconomic status.
The R2L theoretical framework understands genre as a "staged, goal-oriented social process" (MARTIN; ROSE, 2008, p. 9). In the same vein, R2L is a genre-based pedagogy that consists of moving all learners through five strategic stages that assist them in reading texts, after which they apply the cultural and linguistic features learned into the independent construction of a similar text. This is a text-centered approach in which teachers explicitly teach a genre by not only exposing students to canonical models of writing but deconstructing them in order to develop assisted and independent functional literacy.
The R2L set of objectives are 1) read academic texts critically, 2) identify important information in a text, 3) take this information out making notes, and 4) use the gathered information to construct their own texts (ROSE, 2018c). In terms of pedagogical application, the focus R2L strategies that will be described and referenced in this article are 1) Preparing to Read , 2) Detailed Reading, 3) Note-

Making, 4) Joint Construction, and 5) Individual
Construction. Depending on text length, text type, and year of schooling, the application of each strategy varies. As I focused on biographical recounts for this article of class preparation, this theoretical framework is informed by Rose (2018a) and his course book Preparing for Reading and Writing (ROSE, 2018b). 170

Menco-Haeckermann, Victor
Signo [ISSN 1982[ISSN -2014 Another salient characteristic was that, with the exception of the useful tags 'Thesis' and 'Restatement', the stage tags of the essay were not related to any specific genre or topic, but simply notional: 'General statement', 'Topic sentence', 'Closing comment', etc.
The textbook illustration, reconstructed in Figure 1, marks a transition from writing paragraphs to writing essays. From the figure and definition, it can be noted that an essay is described as nothing but a series of paragraphs that follow a set paragraph structure.
Based on the genre theoretical notions, I decided to add stage labels for the essay parts that resemble a more applicable structure. When teaching, I would project the illustration on the board and write "Argument 1," "Argument 2," etc., next to each "Topic sentence" tag. Figure 1 reconstructs the original textbook illustration without any of the modifications written on the board.  (RAMÍREZ, 2020). Figure 2 shows how the pedagogical sequence P/V/R is incorporated into the R2L pedagogy. Other foreign-language bilingual adaptations of R2L include Kartika-Ningsih and Rose (2021) and Kartika-Ningsih (2016 The R2L theoretical framework understands genre as a "staged, goal-oriented social process" (MARTIN; ROSE, 2008, p. 9). In the same vein, R2L is a genre-based pedagogy that consists of moving all learners through five strategic stages that assist them in reading texts, after which they apply the cultural and linguistic features learned into the independent construction of a similar text. This is a text-centered approach in which teachers explicitly teach a genre by not only exposing students to canonical models of writing but deconstructing them in order to develop assisted and independent functional literacy.

Figure 1 -Reconstructed
The R2L set of objectives are 1) read academic texts critically, 2) identify important information in a text, 3) take this information out making notes, and 4) use the gathered information to construct their own texts (ROSE, 2018c). In terms of pedagogical application, the focus R2L strategies that will be described and referenced in this article are 1) Preparing to Read , 2) Detailed Reading, 3) Note-

Making, 4) Joint Construction, and 5) Individual
Construction. Depending on text length, text type, and year of schooling, the application of each strategy varies. As I focused on biographical recounts for this article of class preparation, this theoretical framework is informed by Rose (2018a) and his course book Preparing for Reading and Writing (ROSE, 2018b).

Preparing to Read
The Preparing to Read strategy centers around promoting a general understanding of a focus text as it is read aloud (ROSE, 2018a). In turn, this pedagogical procedure has been divided into two steps: building the background knowledge students need to access the text, and giving them a general oral summary of the text and a preview of its stages paragraph by paragraph. Normally, a brief discussion about key terms and concepts takes place during and after reading. Text-related personal experiences and understandings are allowed and encouraged as well.
To prepare all this, teachers have to "make some notes about the background knowledge they need, and the sequence in which the story unfolds" (ROSE, 2018a, 19 an opportunity to systematically incorporate the knowledge and talents encoded in the students' first language. A step-by-step sample of Preparing to Read using the native language of the students will be offered once the rest of the R2L strategies are introduced.

Detailed Reading
For this strategy, the teacher leads the students to read the text again in order to promote full understanding of the text through a series of purposefully crafted interactions that involve responding to text-related questions and highlighting keywords the teacher has previously identified. In Detailed Reading, the teacher assists in identifying chunks of relevant information they will use for writing.
"The goal is to make the reading processes of proficient readers visible to learners, and simultaneously enable the teacher to explicitly guide these otherwise hidden practicing writing and handwriting. All this is done in a relaxed, collaborative, and stress-free environment in which they begin to use the L2 language much more as they are engaged with a text in that target language. As a final step, the teacher directs students to add the phases and stage labels on the resulting list of words' lines they wrote on their notebooks.

Joint Construction
Joint construction of texts is a strategy widely used in different generations of genre-based pedagogy. In R2L specifically, the 'joint' aspect requires the guidance of the teacher, who has to be prepared for offering students possibilities of text unfolding (including the title, sentence beginnings, and information reordering), as will be shown in the next section. With biographical recounts, such as the one that will be explained below, the students take the information from the notes they collectively wrote on the board and individually wrote on their notebooks to construct a new paraphrased version of the model text, following the stages and phases previously labeled, but independently, and what they can do in interaction with a teacher", a process better known as 'scaffolding' by Bruner and colleagues (Wood et al., 1976). Particularly in SFL, this sort of bridge between reading and independent writing is supported by the concept of guidance through interaction in the context of a shared experience (ROSE; MARTIN, 2012).

Independent Construction
Theoretically, writing independence in R2L is The focus group was composed of 6 women that worked as administrative personnel in a higher education institution in the United States (see Figure   3). They were native English Speakers in the age range of 28-50. In terms of foreign language training, they had received high-school Spanish lessons at least seven years beforehand and took some basic-level courses recently, after which they were considered emergent speakers. The unit took around 10 hours of preparation and was developed in 4 sessions of 1 hour each.  The genre selected to be taught was the biographical recount (in Spanish, 'relato biográfico').
For our focus group, this Spanish genre is very suitable for Spanish as a second/foreign language learning because, as a co-genre, English-speaking students are not only exposed to it at schools but also via the society's oral tradition. That is, biographical recounts are familiar for adult students since both English and Spanish cultures share very similar patterns for them at all stratal language domains.
The model text (see Table 3
Después de su retiro, Moreno dedicó su vida a ayudar a otros a través de organizaciones humanitarias y de caridad, especialmente a las dedicadas a ayudar a los niños. Cantinflas fue reconocido como un héroe popular en México por sus contribuciones a la Iglesia Católica Romana y a los orfanatos. Murió de cáncer de pulmón el 20 de abril de 1993 en la Ciudad de México porque fue fumador toda su vida. Aunque fue un día lluvioso, miles de personas fueron a su funeral. Muchos jefes de estado honraron su memoria e incluso el Senado de los Estados Unidos guardó un momento de silencio por él.

Preparing to Read
Once I constructed the model text, I created a teacher sheet (see complete in Annex) that contains what I needed to read and say in class. With the aim of identifying the background knowledge students might need to understand the text "Cantinflas," I prepared an oral summary and a preview of its stages. As per the bilingual P/V/R sequence integrated into R2L (RAMÍREZ, 2020), the language of instruction during this cycle was English.

Building field
In terms of field, the background knowledge the students needed before reading was related to the person-character. Since Cantinflas and the popular culture around him might be unknown for the students, the next step to be noted on the guide was a list of clips extracted from popular Cantinflas movies: Por mis pistolas, Soy prófugo, and Around the world in 80 days (the only clip in English). The next thing I wrote on the teacher sheet was a set of questions with possible answers to initiate a discussion: What do you think about Cantiflas? Do you think he is funny? How would you describe his outfit in "Soy prófugo?" Sure, it's kind of ragged and a bit loose. How would you describe his humor in one word? Perhaps silly but sometimes socially critical. Do you recognize any political position in these clips? Yes, he is like a rebel in favor of the most needy. Did Cantinflas have any particular occupation? No, he seems to change it in each movie.

Oral summary
Using the same teacher sheet, I wrote a summary that introduces the biographical recount and its stages to the students. There, I also included Table   4, which shows the tasks as they should be completed by the students at the end of the Preparing to Read strategy. In other words, the copy handed out to the students had the model text with no stage labels or dividing lines (Table 3).  Table 4]. The first stage, which corresponds to the first paragraph, tells us about who Cantinflas was, when and where he was born, and some peculiarities of his humor. The second stage goes from the second to the third paragraph. You can find this progression in almost any biographical recount. Next time you read another one, try to think about it. Después de su retiro, Moreno dedicó su vida a ayudar a otros a través de organizaciones humanitarias y de caridad, especialmente a las dedicadas a ayudar a los niños. Cantinflas fue reconocido como un héroe popular en México por sus contribuciones a la Iglesia Católica Romana y a los orfanatos. Murió de cáncer de pulmón el 20 de abril de 1993 en la Ciudad de México porque fue fumador toda su vida. Aunque fue un día lluvioso, miles de personas fueron a su funeral. Muchos jefes de estado honraron su memoria e incluso el Senado de los Estados Unidos guardó un momento de silencio por él.

Paragraph-by-paragraph reading
To add meaningful redundancy to the text, the teacher sheet contained not only the preparation of each paragraph but the reading of the paragraphs again. Since each paragraph corresponds to a phase in this text, I also planned on having students label the stage after reading it, as shown below:

Paragraph 1 Preparation
The first paragraph tells us about Cantinflas' real name, when he was born, when he died, and how important and famous he was. Then, it tells us about his humor and when he became popular. Finally, it tells us about some words that people created based on Cantinflas' character and personality.

Paragraph 1 Lableling
Direct students to label particular phases. Since the first stage is not divided into phases, this text stage is left only with the stage name 'Orientation'.

Paragraph 2 Preparation
Now this paragraph tells us about Cantinflas' personal life, what the situation where he lived was, and his family members.

Paragraph 2 Lableling
Alert the students that, contrary to the Orientation, the Life Stages stage is divided into phases. Direct the students to write in lowercase the name of the stage above as 'Family Life' ('vida familiar' in Spanish).
The above sample structure is prepared to account for paragraphs 3 and 4 as well. The preparation of paragraph 4 contains the description: "how he became famous, some characteristics of his character, what his achievements were, and some references from another humorist like Chaplin," while the direction here is to tag this stage as 'fame' ('fama' in Spanish). Similarly, the description for paragraph 3 mentions "his retirement, some actions he did after that to help people who needed it and what the causes and the date of his death were," and directs students to name its stage as 'retirement and death' ('retiro y muerte' in Spanish).

Detailed Reading
Following the R2L protocol, I planned on reading the biographical recount again, but, this time, special attention was given to each of the sentences.
By this point, students know the text very well, which makes their affective filter low and their cognitive load appropriate for learning. As explained before, this reading involves the recognition of patterns in instances by identifying and understanding keywords.
To prepare this, I firstly highlighted the most meaningful    Just as Preparing to Read, I used English as the primary language for this strategy. However, since the target text was completely in Spanish, this language was smoothly and increasingly introduced in the Elaboration phase as the activity was unfolding.  1911 -20 de abril de 1993), conocido profesionalmente como Cantinflas, es considerado por muchos como el comediante mexicano más exitoso de todos los tiempos. Su humor, con particularidades lingüísticas mexicanas de entonación, vocabulario y sintaxis, es apreciado en todos los países de habla hispana de América Latina y en España. Es tan popular que su trabajo ha originado una variedad de expresiones como cantinflear, cantinflada, cantinflesco y cantinflero.
Después de su retiro, Moreno dedicó su vida a ayudar a otros a través de organizaciones humanitarias y de caridad, especialmente a las dedicadas a ayudar a los niños. Cantinflas fue reconocido como un héroe popular en México por sus contribuciones a la Iglesia Católica Romana y a los orfanatos. Murió de cáncer de pulmón el 20 de abril de 1993 en la Ciudad de México porque fue fumador toda su vida. Aunque fue un día lluvioso, miles de personas fueron a su funeral. Muchos jefes de estado honraron su memoria e incluso el Senado de los Estados Unidos guardó un momento de silencio por él.

Note Making
In planning this strategy, I created a list of the highlighted keywords by sentence (see Table 6).
Dividing lines were drawn between stages/phases to guide the students. In this way, during the intervention, it was possible for me to confirm that all the students ended up with the same designed expressions marked.
To do so, I sent one student per sentence to write on the board a line of keywords representing a sentence.
The rest of the students had to write the same keywords in their note-books. Following the R2L protocol, the scribe at the board did not have notes with her. Instead, the scribe relied on the dictation of the rest of the class. Consequently, the scribe had to pay attention to the pronunciation (listening) of her classmates and practice spelling and even handwriting, while being assisted by her classmates as well. At the end of the strategy's application, their notebooks and the board had to have the same keywords listed as in Table 6. The activity's planning had to be carefully done because the next curricular strategy depended on this activity.

Joint Construction
As per the R2L protocol, students take turns at the board to paraphrase the model text using the Note Making vocabulary while the group gives them ideas (see Figure 5). However, as per R2L guidelines, this activity does not always unfold consistently, so I planned to assist the students if they did not find the right path given their emergent skills.
As described by Rose (2018a), the Individual Construction is encouraged after several cycles of R2L with a single genre. Nevertheless, besides the primary text and the version the students co-constructed, I provided the paraphrased text I had prepared, so that they could have three model texts they could follow to complete the individual task in the future.

Conclusions
After the account of this theoretical and pedagogical journey, it seems reasonable that the requirement of carefully preparing the lesson plan is mentioned eleven times in the R2L pedagogical course book (ROSE, 2018b). Comparing the partially informed genre-based methodology that I used in my first years of teaching with the bilingual R2L pedagogy offers opportunities for pedagogical improvements in L2 programs that use more traditional SLA methodologies.
In regards to the lesson based on the textbook by Oshima and Hogue (2007b), it is clear to me now that the demand for independent construction after just three hours of instruction was not only rushed, but it denoted a lack of important curricular strategies to develop literacy, which are in SFL genre-based pedagogy. In fact, if rushing in literacy tasks sounds highly questionable and ineffective when working with native students in their first language, this inefficacy is amplified when asking students to create independently produced texts in the second language of study after little support.
Whereas preparing the field is a concern in the R2L experience, the preparation prior to reading was done with disdain in the partially informed genre-based methodology. Other aspects stand out in the R2L lesson planning: In the Detailed Reading and Note Making sections, identifying and mastering the known information and known language-based cultural modes of expression that will be used to write a new text reinforces the reduction of cognitive overload  in second/foreign language teaching, which makes it a prominent and fertile field to explore.