Myriam Monopoli—St. Catherine’s Moorlands (Argentina)
This study uses qualitative and quantitative research methods to explore teaching practices with regard to teaching reading comprehension development in the English B lessons from eighteen out of the twenty-three schools where English B is taught in Buenos Aires and Gran Buenos Aires. The findings indicate that English B lessons are organized around a clear three-reading-stage lesson framework (pre-, while-, and post-reading stages), with activities that attempt to reflect an interactive theoretical model of reading comprehension. The data collected shows evidence that efforts should be made to bring research knowledge into the teaching practice field, as global discourse reading strategies and metacognitive reading tasks do not seem to play a significant role in this framework. However, an integration of macro linguistic skills, which aim at developing a socio-cultural communicative competence in the learners within a collaborative approach, is included in the post-reading stage of the teachers’ lesson plans.