ABSTRACT
This chapter describes an institutional proposal implemented at Universidad del Norte (Barranquilla, Colombia), designed to provide teachers from various disciplines with theoretical and practical tools to guide their students’ comprehension and writing of discipline-specific texts. The proposal, based on genre theory, as conceived within Systemic Functional Linguistics, and genre-based pedagogy, as developed by the Sydney School, was successfully piloted by eighteen teachers with the accompaniment of their Spanish teacher partners. The context of the proposal, its theoretical and methodological components and the generic features of the texts read are described. Achievements and challenges of the proposal are also discussed.
