Engaging with critical literacy through restorying: a university reading and writing workshop on fairy-tale reimaginations

2021 ◽  
pp. 1-17
Author(s):  
Ka Yan Lam
Keyword(s):  
Critical Literacy ◽  
Fairy Tale ◽  
Writing Workshop ◽  
Reading And Writing

“Speaking Up” and “Speaking Out”: Examining “Voice” in a Reading/Writing Program with Adolescent African Caribbean Girls

1998 ◽  
Vol 30 (2) ◽  
pp. 233-252 ◽  
Author(s):  
Annette Henry
Keyword(s):  
Critical Literacy ◽  
Writing Workshop ◽  
Literacy Skills ◽  
Speaking Up ◽  
Black Feminist ◽  
Reading And Writing ◽  
Speaking Out ◽  
African Caribbean ◽  
Participatory Literacy ◽  
And Gender

This account examines three significant moments in a weekly reading and writing workshop in order to reflect on the problematic notion of “coming to voice” for African Caribbean girls aged 14 to 15. The author discusses the process as both a program and a research inquiry. The aim of the inquiry was to explore some academic, social, and affective concerns for girls of this age. Program objectives included introducing culturally and gender-relevant curricula as well as facilitating critical literacy skills. The research is framed from a critical Black feminist perspective. The design was qualitative. Ethnographic methods were used (audiotaped transcriptions of fieldnotes of workshop activities, formal and informal student interviews, and student journal writings). The author concludes by sharing how the inquiry taught her some salient lessons in listening to research participants' voices and in the politics and ethics of participatory literacy inquiries.

scholarly journals Introducing Critical Literacy to Pre-Service English Teachers through Fairy Tales

2021 ◽  
pp. 131
Author(s):  
Nita Novianti
Keyword(s):  
Critical Literacy ◽  
Social Action ◽  
Fairy Tales ◽  
Social Transformation ◽  
Fairy Tale ◽  
Teaching And Learning ◽  
Teacher Educator ◽  
English Teachers ◽  
Critical Approach ◽  
Political Issues

The need for a more critical approach to EFL teaching and learning is undeniable, yet little has been done to prepare teachers for teaching with this approach. This article reports one of the cycles on my action research study, involving a teacher educator and 35 pre-service English teachers. Together with the teacher educator, a unit on critical literacy was developed using fairy tales as the core text. In the unit, we introduced pre-service teachers to critical  literacy through the critical reading, analysis, and rewriting of fairy tales for social transformation. They were assigned to rewrite a fairy tale as a form of social action and to reflect on the choices made in the rewriting process. The re-written fairy tales and the accompanying reflection essay were analysed using a rubric adapted from the four dimensions of critical literacy (Lewison et al., 2002). The re-written fairy tales and the reflections suggest the pre-service teachers’ growing understanding of the non-neutrality of text, ability to read from a different perspective and offer an alternative one, and ability to identify socio-political issues, such as stereotypes, and to subvert them.

scholarly journals The implementation of inquiry based learning in teaching speaking to narrative text by using fairy tale for the eighth grade students of SMPN 2 Jiwan Madiun

2017 ◽  
Vol 5 (1) ◽  
pp. 22
Author(s):  
Eka Rifael Dipriyansyah
Keyword(s):  
Learning Process ◽  
Fairy Tale ◽  
Teaching And Learning ◽  
Narrative Text ◽  
Inquiry Based Learning ◽  
Reading And Writing ◽  
Good Communication ◽  
Self Confidence ◽  
Teachers And Students ◽  
Eighth Grade Students

<p>There are four skills in English, namely listening, speaking, reading, and writing. Speaking is the main skill compared to others, because in the process of teaching and learning English teachers and students need a good communication to do speaking activities in expressing their ideas. One method and media for teaching speaking is Inquiry Based Learning used in teaching speaking to narrative text by using fairy tale. The purpose of this study is to describe how to use and the advantages of the shortcomings of Inquiry Based Learning in teaching narrative text by using fairy tale. The strengths of this study is making students feel comfortable, not bored, happy, and building students for self-confidence, increasing students 'ability to analyze sources, motivating students to practice speaking and increasing students' ability to cooperate. The disadvantages are the students who are passive and still dependent on their smart friends, and during the presentation students get problems in composing sentences because of their limited vocabulary. Inquiry Based Learning in teaching speaking to narrative text by using fairy tale can help teachers and students in the learning process, especially in speaking.</p>

scholarly journals Aportes al desarrollo de competencias de lectura y escritura crítica en el Nivel Básico de la República Dominicana / Contribution to the developement of critical reading and writing competences at the elementary school Level in the Dominican Republic

2014 ◽  
Vol 8 (16) ◽  
pp. 23-30
Author(s):  
Liliana Montenegro
Keyword(s):  
Elementary School ◽  
Dominican Republic ◽  
Critical Literacy ◽  
School Level ◽  
Paradigm Change ◽  
Critical Reading ◽  
Reading And Writing ◽  
Life Long Learning ◽  
Critical Understanding

Este artículo postula la necesidad de un cambio de paradigma para enfrentar la crisis de la lectura y de la escritura que vivimos actualmente. Propone asumir la alfabetización como un proceso de comprensión crítica y de aprendizaje a lo largo de toda la vida y resalta los programas, investigaciones y publicaciones que un equipo de lingüistas y educadores de la Pontificia Universidad Católica Madre y Maestra (PUCMM) viene realizando en los últimos veinticinco años para colaborar con el desarrollo de la alfabetización crítica en el país.AbstractThis article states the need for a paradigm change in order to confront the reading and writing crisis we are suffering in today’s world. The author proposes that the process of becoming literate be understood as a development of critical understanding and life-long learning. In this regard, the article highlights the programs, research and publications that a team of linguists and educators from Pontificia Universidad Católica Madre y Maestra (PUCMM) has been carrying out in the last twenty-five years in order to collaborate with the development of critical literacy in the Dominican Republic.

scholarly journals Critical Literacy for ELT in Indonesia: What EFL Teachers should be Aware of

2019 ◽  
Vol 4 (2) ◽  
pp. 143
Author(s):  
Anitha Thalib Mbau ◽  
Bambang Sugeng
Keyword(s):  
Critical Literacy ◽  
New Approach ◽  
Reading And Writing ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Development Of Students

<p><em>This article explores the basic and important issues related to critical literacy for ELT in Indonesia. Hopefully, it could contribute to improving EFL teachers’ understanding of critical literacy, particularly in Indonesia. Critical literacy is still considered as a new approach in EFL contexts. However, it is promising such benefits for both students and teachers for it might contribute to developing both teachers’ and students’ critical manners in reading and writing. This article describes the concept of critical literacy. Then, it elaborates the appropriate learning sources and activities to support the development of students’ critical literacy. After that, it describes some challenges for implementing critical literacy in ELT in the Indonesian context briefly. Finally, it offers conclusions on the important points of the topic. </em><em></em></p>

scholarly journals Reflections on Teaching Referencing: What Four Case Studies Can Tell us About Developing Effective Teaching Strategies

2010 ◽  
Vol 27 (2) ◽  
pp. 51
Author(s):  
Theresa Hyland
Keyword(s):  
Individual Differences ◽  
Effective Teaching ◽  
Case Studies ◽  
Critical Literacy ◽  
Teaching Strategies ◽  
Subsequent Development ◽  
Reading And Writing ◽  
Writing Practices ◽  
Effective Teaching Strategies ◽  
Comprehensible Input

Two contradictions are inherent in our research into referencing practices and the subsequent development of teaching strategies to remedy inappropriate practices. First, aggregate studies and teaching strategies that tend toward a one size fits all formula for researching and teaching referencing do not consider individual differences in students’ development of the complex set of skills that we know are involved in referencing practice. Further, although we say that we want students to be creative in their reading and writing practices, our teaching encourages them to look for correct answers in their reading of sources and to imitate set formulae for writing essays. This article examines four case studies taken from a larger aggregate study of EL1 and EL2 students. In their interviews and essay scripts, these students show varying levels of awareness of appropriate referencing practices. After examining these differences, I adapted Ada’s (Cummins, 1996) framework for comprehensible input and critical literacy, as well as work by Hinkel (2002), Keck (2006), and Kintsch (1998), to develop some strategies for teaching referencing that address individual differences.

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