Towards an explanatory model of interactivity in SFL classroom in Chile: a perspective from the didactics of Literature and History

Comprehension is materialized in a teaching-learning process based on the interactivity of three main milestones: text, reader and context. However, there is a lack of empirical evidence explaining how these three components interact in the educational context and how they are supposed to interact in order to enhance the student's learning process from texts. In this sense, the aim of this paper is to explore interactivity in Spanish as a foreign language classroom specialized in Literature and History. The investigation adopts a qualitative case study methodology. Based on a content analysis, the interactivity between the three dimensions of text, reader and context revealed the need to plan reading activities according to the students' interests and reasons for learning Spanish. The results presented invite to reflect on the design of reading tasks and didactic material used in Spanish as a foreign language teaching setting and to implement practical curricular alternatives.