EFL Learners’ Critical Literacy Practices: A Case Study of Four College Students in Taiwan

2012 ◽  
Vol 22 (3) ◽  
pp. 221-229 ◽  
Author(s):  
Mei-yun Ko ◽  
Tzu-Fu Wang
Keyword(s):  
College Students ◽  
Critical Literacy ◽  
Literacy Practices ◽  
Efl Learners

Creating Spaces for Critical Literacy for Bilingual Learners

2018 ◽  
pp. 28-46
Author(s):  
So Jung Kim
Keyword(s):  
Young Children ◽  
Critical Literacy ◽  
Literacy Practices ◽  
Korean Language ◽  
Race And Gender ◽  
Video Recordings ◽  
Field Notes ◽  
And Gender ◽  
Audio Video

With heightened emphasis on critical literacy pedagogies, attention to critical literacy for young children (CLYC) has rapidly increased. Yet, there is a paucity of studies examining CLYC in bilingual settings, particularly in Pre-K contexts. Utilizing a qualitative case study design, the current study examined how early critical literacy can be implemented as a medium to help young bilinguals critique texts and develop critical perspectives about race and gender. The study was conducted in a kindergarten classroom at the Korean Language School in a Midwestern city in the US. The data were collected over a semester using multiple collection sources including audio/video recordings, observational field notes, interviews, and children's artifacts. Findings suggest the potential of early critical literacy practices in bilingual contexts to open critical conversations about race and gender with young children. The study also provides teachers with tips on how to create supportive literary environments for young bilingual children.

Creating Spaces for Critical Literacy for Bilingual Learners

2019 ◽  
pp. 1303-1321
Author(s):  
So Jung Kim
Keyword(s):  
Young Children ◽  
Critical Literacy ◽  
Literacy Practices ◽  
Korean Language ◽  
Race And Gender ◽  
Video Recordings ◽  
Field Notes ◽  
And Gender ◽  
Audio Video

With heightened emphasis on critical literacy pedagogies, attention to critical literacy for young children (CLYC) has rapidly increased. Yet, there is a paucity of studies examining CLYC in bilingual settings, particularly in Pre-K contexts. Utilizing a qualitative case study design, the current study examined how early critical literacy can be implemented as a medium to help young bilinguals critique texts and develop critical perspectives about race and gender. The study was conducted in a kindergarten classroom at the Korean Language School in a Midwestern city in the US. The data were collected over a semester using multiple collection sources including audio/video recordings, observational field notes, interviews, and children's artifacts. Findings suggest the potential of early critical literacy practices in bilingual contexts to open critical conversations about race and gender with young children. The study also provides teachers with tips on how to create supportive literary environments for young bilingual children.

Developing a Community of Learners From Culturally and Linguistically Diverse Backgrounds With Social Justice and Inclusive Critical Literacy Practices

2021 ◽  
pp. 60-78
Author(s):  
Shadrack Gabriel Msengi
Keyword(s):  
Social Justice ◽  
Critical Literacy ◽  
Teacher Candidates ◽  
Culturally Responsive ◽  
Literacy Practices ◽  
Linguistically Diverse ◽  
Community Of Learners ◽  
Children And Parents ◽  
Diverse Backgrounds

This case study is an investigation of cultural and linguistic diverse perspectives among parents, children, teachers, and teacher candidates. Survey and interview data were collected and analyzed to determine how these diverse perspectives affect teachers' application of culturally responsive literacy practices to develop a community of learners. Findings suggest that teachers and teacher candidates knew little about their students' diverse backgrounds. Their participation in the study and initial discussions among teachers, teacher candidates, children, and parents had a positive effect on experienced and novice teachers' knowledge of students. This knowledge included the ability to begin planning and managing instruction, as well as determining appropriate assessments and instructional strategies. Findings also suggest ways these teachers could engage students, families, and teachers in social justice practices.

scholarly journals EFL PHONOLOGY: A CASE STUDY OF ENGLISH FRICATIVE PRODUCTION BY INDONESIAN LEARNERS/FONOLOGI BAHASA INGGRIS SEBAGAI BAHASA ASING: STUDI KASUS PELAFALAN BUNYI GESER OLEH MAHASISWA INDONESIA 

Aksara ◽  
2022 ◽  
Vol 33 (2) ◽  
pp. 283-294
Author(s):  
Ni Luh Putu Sri Adnyani
Keyword(s):  
College Students ◽  
Developmental Process ◽  
Word List ◽  
First Year ◽  
Reading Task ◽  
Efl Learners ◽  
Significant Difference ◽  
English Spelling ◽  
And Task

AbstractThis study reports the difficulties 40 first-year Indonesian college students, majoring in English, had in pronouncing the English fricatives. The aim of this paper is, first, to reveal how these Indonesian EFL learners produced English fricatives, the order of difficulties, and the pronunciation constraints they experienced. The second aim is to identify the possible causes of the pronunciation difficulties. In collecting the data, two types of tasks were administered: a word-list-reading task (Task 1) and a sentence-list-reading task (Task 2). By using Wilcoxon based T-Test, it was revealed that there was a significant difference in the number of errors in Task 1 and Task 2. There was also an increase in errors in Task 2. The results show that the order of difficulties Indonesian learners had in producing fricative sounds (from the most to the least problematic) were: /v/, /ʃ/, /ð/, /θ/, /z/, /ʒ/, /f/, and /s/. It is likely that the influence of the challenging English spelling system played the most important role in the students’ errors. Other factors such as transfer of L1 and the developmental process also contributed to the errors. This research implies that teachers need to apply certain strategies to meet students’ needs.  Keywords: English, fricative, Indonesian students, errors AbstrakPenelitian ini melaporkan kesulitan yang dialami mahasiswa tahun pertama Jurusan Pendidikan Bahasa Inggris  dalam melafalkan bunyi geser , urutan kesulitan  dan kendala dalam pelafalan bunyi tersebut. Tujuan kedua penelitian ini adalah mengidentifikasi kemungkian sebab-sebab dari kesulitan ini. Dua jenis tugas diberikan kepada siswa untuk mengumpulkan data yaitu tugas membaca daftar kata (Tugas 1) dan tugas membaca daftar kalimat (Tugas 2). Berdasarkan hasil Uji T  Wilcoxon terungkap bahwa  terdapat perbedaan yang signifikan dari segi jumlah kesalahan dalam mengerjakan tugas I dan tugas 2. Juga terdapat peningkatan kesalahan dalam Tugas 2. Hasil-hasil ini memperlihatkan bahwa urutan kesulitan yang dialami mahasiswa Indonesia dalam melafalkan bunyi frikatif ( dari yang paling bermasalah hingga yang kurang bermasalah ) adalah : /v/, /ʃ/, /ð/, /θ/, /z/, /ʒ/, /f/, dan /s/. Ada kecenderungan bahwa sistem ejaan Bahasa Inggris yang rumit sangat besar pengaruhnya terhadap  kesalahan-kesalahan yang dibuat oleh mahasiswa. Faktor-faktor lain seperti transfer dari BI dan  proses perkembangan juga berkontribusi terhadap kesalahan-kesalahan tersebut.  Implikasi penelitian ini adalah dosen atau guru  dapat menerapkan strategi-srategi tertentu untuk memenuhi kebutuhan mahasiswa atau siswa.  Kata kunci: bahasa Inggris, bunyi geser, mahasiswa Indonesia, kesalahan 

scholarly journals A Study on EFL Learners’ Preferred Types of Salience and Categories in Movie English

STEM Journal ◽  
2021 ◽  
Vol 22 (3) ◽  
pp. 15-28
Author(s):  
Dohyung Ryu
Keyword(s):  
College Students ◽  
The Self ◽  
Efl Learners

The purpose of this paper is twofold: (1) to observe EFL learners’ preferred types of salience in Movie English and (2) to examine which language categories are mainly salient. The types of salience are based on Schmid and Günther’s (2016) 4 types of salience, with categories of grammar, individual words, chunks, and messages. This is a case study of five college students majoring in English all with TOEIC scores higher than 800. The study was divided into a self-heuristic group of three students and a category-presented group of two students. The self-heuristic group was instructed to find out what they found salient and noticeable in a movie, without the terms salience and category being mentioned. The category-presented group was directed to find out what they found salient and noticeable in the movie, based on given categories. The results showed that the two groups preferred surprise and novelty. Both groups preferred different categories, however. The self-heuristic group mostly focused on chunks, with a preferred order of chunks, grammar, words, and messages. The category-presented group mainly focused on words, with a preferred order of words, chunks, messages, and grammar. Pedagogical implications will be discussed in more detail in this paper.

Creating Spaces for Critical Literacy for Bilingual Learners

2018 ◽  
pp. 245-263
Author(s):  
So Jung Kim
Keyword(s):  
Young Children ◽  
Critical Literacy ◽  
Literacy Practices ◽  
Korean Language ◽  
Race And Gender ◽  
Video Recordings ◽  
Field Notes ◽  
And Gender ◽  
Audio Video

With heightened emphasis on critical literacy pedagogies, attention to critical literacy for young children (CLYC) has rapidly increased. Yet, there is a paucity of studies examining CLYC in bilingual settings, particularly in Pre-K contexts. Utilizing a qualitative case study design, the current study examined how early critical literacy can be implemented as a medium to help young bilinguals critique texts and develop critical perspectives about race and gender. The study was conducted in a kindergarten classroom at the Korean Language School in a Midwestern city in the US. The data were collected over a semester using multiple collection sources including audio/video recordings, observational field notes, interviews, and children's artifacts. Findings suggest the potential of early critical literacy practices in bilingual contexts to open critical conversations about race and gender with young children. The study also provides teachers with tips on how to create supportive literary environments for young bilingual children.

Picturebooks as Critical Literacy: Experiences and Perspectives of Translingual Children From Refugee Backgrounds

2021 ◽  
pp. 1086296X2110304
Author(s):  
Nermin Vehabovic
Keyword(s):  
Critical Literacy ◽  
Literacy Practices ◽  
Dialogic Reading ◽  
After School ◽  
Power Relationships ◽  
School Program ◽  
Literacy Experiences ◽  
After School Program ◽  
Multiple Case

This multiple case study is part of a larger investigation of literacy practices in “Our Home,” an after-school program that provides learning support to children from refugee backgrounds. I asked, “What happens when translingual children from refugee backgrounds respond to multicultural, transnational, and translingual picturebooks?” Informed by critical literacy theories, I illuminate the experiences and perspectives of four children as they interacted with and engaged in dialogic reading of picturebooks; these critical literacy practices, along with observational data, are reported in profiles. Findings from this study reveal the ways in which children from refugee backgrounds found problematic aspects of assumptions in stories, reflected on different and contradictory perspectives, articulated the power relationships between characters, and offered alternative thoughts centered on social justice. This research expands the field’s knowledge of what doing critical literacy work with young translingual students in an after-school program looks, feels, and sounds like.

A Qualitative Case Study of Flipped Learning Class on College Students

2016 ◽  
Vol 22 (4) ◽  
pp. 777-803
Author(s):  
Sanghoon Im ◽  
Sumin Kang ◽  
Sinwoo Lee ◽  
Yeong-Mahn You
Keyword(s):  
College Students ◽  
Qualitative Case Study ◽  
Flipped Learning
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