Reading of teaching-learning practices in “English for Specific Purposes” Courses from some vygotskian principles

Abstract

This paper presents a reflective reading of teaching-learning practices in “English for Specific Purposes” Courses at University Level, from some vygotskian principles. The proposal is designed and implemented as a didactic cycle derived from Genre Pedagogy, which in turn, is based on some of the conceptual categories of Vygotsky’s socio-historical approach, in particular, “zone of proximal development” and “mediation”.