Tensions and Challenges in Enacting Critical Literacy Pedagogy

2018 ◽  
pp. 161-190
Author(s):  
Hyesun Cho
Keyword(s):  
Critical Literacy ◽  
Literacy Pedagogy ◽  
Critical Literacy Pedagogy

Creating Critical Literacy Praxis: Bridging the Gap between Theory and Practice

RELC Journal ◽  
2021 ◽  
pp. 003368822098266
Author(s):  
Tsung-han Weng
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Critical Literacy ◽  
Classroom Environment ◽  
Theory And Practice ◽  
Teaching English ◽  
Speakers Of Other Languages ◽  
Literacy Implementation ◽  
Critical Literacy Pedagogy ◽  
Literacy Research

Although research in critical literacy has long been conducted in English as a second language contexts, a modicum of critical literacy research in English as a foreign language (EFL) contexts in which English is seldom used outside the classroom environment has also been undertaken. This article aims to discuss the introduction of critical literacy in the Teaching English to Speakers of other Languages (TESOL) profession, which has been neglected by TESOL researchers and practitioners in EFL contexts. The article reviews and synthesizes the existing literature by providing conceptualizations of the critical literacy approach to TESOL, examples of critical literacy implementation, and the benefits and challenges of implementing critical literacy pedagogy. The article concludes by calling for more critical literacy research in EFL contexts.

scholarly journals Literature and critical literacy pedagogy in the EFL classroom: Towards a model of teaching critical thinking skills

2016 ◽  
Vol 6 (4) ◽  
pp. 677-696 ◽  
Author(s):  
Jelena Bobkina ◽  
Svetlana Stefanova
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Critical Literacy ◽  
Literary Work ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Rudyard Kipling ◽  
Practical Application ◽  
Foreign Language Acquisition ◽  
Critical Literacy Pedagogy

Drawing on the numerous benefits of integrating literature in the EFL classroom, the present paper argues that the analysis of a fictional work in the process of foreign language acquisition offers a unique opportunity for students to explore, interpret, and understand the world around them. The paper presents strong evidence in favour of reader-centered critical reading as a means of encouraging observation and active evaluation not only of linguistic items, but also of a variety of meanings and viewpoints. The authors propose a model of teaching critical thinking skills focused on the reader’s response to a literary work. The practical application of the method, which adopts the critical literacy approach as a tool, is illustrated through a series of activities based on the poem “If” by Rudyard Kipling.

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