Theoretical perspectives for the development of reading and writing skills in the learning of a foreign language

Abstract

Today's increasingly complex societies lead to a very high expectation that each person will act properly in them. In this context, learning a foreign language is as valuable as learning any of the other areas of knowledge. English stands out among other languages for its global character. Therefore, developing knowledge and skills in this language is necessary to function successfully in today's world. The process of learning a foreign language is also complex. Learning a language implies being able to communicate through it. In this sense, the teaching of languages for communication is an approach that emphasizes the need to develop different linguistic skills, and this highlights the collaborative nature of constructing meanings and recalls that language learning is social, i.e., it is carried out in interaction with others. Reading, due to the role it plays in the social construction of the individual, and writing, due to the effort required to produce a message in the target language, are skills that favor and at the same time function as indicators that learning is being achieved favorably. This communication aims to show some models and approaches about the development of the reading comprehension and written production skills in the foreign language class, in order to offer teachers a theoretical perspective that contributes to their planning of pedagogical proposals that optimize their students' learning.