ABSTRACT
This article aims to identify and analyze the teaching of reading and writing activities in two French classes of first year. The idea is to study how the teacher controls and regulates the process of teaching and learning of reading and writing, understanding the process of teaching and learning at two distinct contexts, real and natural. This goal is achieved through a comparative study conducted at two schools located in the metropolitan area of Grenoble, France. The teaching activity is investigated from instrumented observations and the collection of pedagogical documents. The actions of both teachers are characterized in four analysis categories: education code, significant code education, interdisciplinary education and teaching the meaning of read-write. The findings highlight the heterogeneity and the wealth of practices in the first year, giving access to a better understanding of the complexity of the reading-writing teachinglearning process.
KEYWORDS:
teaching and learning; teaching; activity theory; reading and writing