The Critical Literacy Process Guidelines for Examining Books

2002 ◽  
Vol 78 (3) ◽  
pp. 147-152 ◽  
Author(s):  
Gloria Swindler Boutte
Keyword(s):  
Critical Literacy ◽  
Literacy Process

scholarly journals Addressing Religious Diversity through Children’s Literature: An “English as a Foreign Language” Classroom in Israel

2015 ◽  
Vol 17 (2) ◽  
pp. 92 ◽  
Author(s):  
Rawia Hayik
Keyword(s):  
Foreign Language ◽  
Critical Literacy ◽  
Religious Diversity ◽  
Middle Eastern ◽  
Practitioner Inquiry ◽  
Religious Groups ◽  
Reader Responses ◽  
Region I ◽  
Language Classroom ◽  
Efl Students

Conflicts between different religious groups occasionally arise in my Christian and Muslim Israeli-Arab EFL students’ school and area. In an attempt to increase students’ knowledge of and respect for other faiths in the region, I conducted practitioner inquiry research in my religiously diverse Middle-Eastern classroom. Grounded in critical literacy, I used a book set of religion-based literature alongside critical literacy engagements to effect some change in students’ tolerance towards other faiths. This article describes my journey of exploring students’ reader responses to religion-based texts and issues.

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.

Critical Literacy in the Digital Age

2019 ◽  
Vol 73 (3) ◽  
pp. 261-262
Author(s):  
Robin Griffith ◽  
Jan Lacina
Keyword(s):  
Critical Literacy ◽  
Digital Age

The Rhetorical Construction of "the Teacher"

1991 ◽  
Vol 61 (4) ◽  
pp. 417-434 ◽  
Author(s):  
Jan Nespor ◽  
Liz Barber
Keyword(s):  
Social Sciences ◽  
Detailed Analysis ◽  
Critical Literacy ◽  
Harvard Educational Review ◽  
Rhetorical Strategies ◽  
Rhetorical Structure ◽  
Rhetorical Construction ◽  
The Social ◽  
Object Of Study ◽  
Textual Strategies

Authors in the field of education inevitably use rhetorical strategies that embody particular,and often implicit, theoretical, epistemological, and political positions. In this article, Jan Nespor and Liz Barber critically examine the rhetorical structure of a 1987 article published in the Harvard Educational Review — Lee S. Shulman's "Knowledge and Teaching:Foundations of the New Reform." The authors examine various textual strategies — such as"the phenomenological hook," "appropriating a constituency," and "moving on" — that Shulman used to construct "the teacher" as an object of study. Through a detailed analysis of this widely cited article, Nespor and Barber address broader issues of representation and power in the social sciences, and conclude with a call for "a more 'critical literacy' among the readers and writers of research texts."

CAUSES OF ADULT ILLITERACY: A CASE STUDY OF FEROZEPUR DISTRICT

2016 ◽  
pp. 86-96
Author(s):  
Kulwinder Singh ◽  
Ravinder Kamboj
Keyword(s):  
Physical Punishment ◽  
Early Marriage ◽  
Low Literacy ◽  
Interview Schedule ◽  
Literacy Rate ◽  
The Social ◽  
Sample Data ◽  
Literacy Process ◽  
Social Causes

Present research is an attempt to study the social, educational and personal causes of adult illiteracy. Qualitative approach was adopted to evaluate causes of illiteracy. Ferozepur district of Punjab (India) was chosen as the region for conducting this study mainly for its low literacy rate and being a border area of Punjab, from where 60 adult respondents were taken as sample. Data was collected by a self-administered interview schedule, which seeks information regarding causes of non-educability. Findings of the study show that lack of parents interest, alcoholism/drug abuse of father and 'early marriage' have been reported as social causes for illiteracy among adults while in educational causes, adult respondents have enlisted three main causes 'school was far away', 'physical punishment' and 'behaviour of teacher not being appropriate'. Poor economic conditions, no source of income, over workload, hesitation and over-aging emerged as personal causes for discontinuation of the literacy process. It has been suggested that intervention programmes should be introduced in border areas to increase participation in adult education programmes and to remove obstacles in getting education.

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