scholarly journals Developing Online Critical Literacy Assessment for EFL Learners

2020 ◽  
Author(s):  
Sary Silvhiany ◽  
Siti Huzaifah ◽  
Ismet
Keyword(s):  
Critical Literacy ◽  
Literacy Assessment ◽  
Efl Learners

scholarly journals Teacher’s Narration of Teaching Critical Literacy: It’s a KEY for Raising Students’ Awareness in Iran

2020 ◽  
Vol 10 (1) ◽  
pp. 75
Author(s):  
Iman Tohidian ◽  
Ali Khorsandi Taskoh
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Critical Literacy ◽  
Social Action ◽  
English Language ◽  
Teacher Educators ◽  
English Literature ◽  
Associate Professor ◽  
Efl Learners ◽  
Research Students

To be literate, students need to able to think critically and read between the lines to find the implicit meanings and ideologies. To help Iranian English language learners learn writing as a social action and not independent of social (in)justices and (in)equalities, we included critical literacy in a writing course at the University of [for anonymity]. We intend to illuminate teacher’s narration about raising students’ awareness towards (mal)practices, (in)justices, and (in)equalities of the society in their writings.To do so, all 52 undergraduate 3rd-year-EFL learners of English Literature and Translation participated in our writing class. The teacher was also an associate professor (50 years old) with critical literacy as his main area of research. Students were required to write essays as mid-term and final exams. The teacher’s reflection on the course in general and on the EFL learners’ reflective essays highlighted that teaching writing through critical literacy helped students realize that writing is a process dependent on different social and political issues.Students’ growth in critical consciousness through their writing reminds teaching practitioners, policy-makers, and teacher educators to provide innovation in their classrooms to empower language learners with teaching methodologies contrary to what they are accustomed to during their learning.

Assessment of Health Literacy Levels: HLS-EU-PT versus METER

2020 ◽  
Vol 30 (Supplement_2) ◽  
Author(s):  
J Luís ◽  
C Rocha ◽  
J Balteiro
Keyword(s):  
Health Literacy ◽  
Critical Literacy ◽  
Assessment Tool ◽  
Health Behaviours ◽  
Three Dimensions ◽  
Literacy Assessment ◽  
Functional Literacy ◽  
Literacy Survey ◽  
European Health ◽  
Definition Of

Abstract Introduction The definition of this concept and its domains, as well as its measurement, will allow to identify health inequalities. And therefore focus the focus of professional intervention to ensure equitable access to health. The health literacy assessment tool should be based on the defined literacy concept and address the domains of the underlying theory, considering public health behaviours and outcomes. According to the European Consortium for Health Literacy, three dimensions of literacy are distinguished: functional literacy, interactive literacy and critical literacy. Objectives To compare the health literacy levels obtained by applying two different measurement tools. Methodology To assess Health Literacy levels were applied two tests: HLS-EU-PT (European Health Literacy Survey Questionnaire - Portugal) and METER (Medical Term Recognition Test). The first, quite comprehensive and previously used at European level, of self-perception, and the second more objective. These validated instruments were applied in a pharmacy in the municipality of Mealhada, to 377 individuals resident there. Results HLS-EU-PT presents 40.8% of individuals with adequate literacy, while METER classifies 49.1% of the sample. There is a difference of 8.3% in the results. However, there is a statistically significant relationship between them (p = 0.001). METER is limited to the assessment of functional literacy levels. Too narrow a perspective for a concept as broad as health literacy. In this context, when measuring literacy is based on word recognition, limited levels of health literacy are found in 50.9% of individuals. Conclusion Statistically, the two tests used present a significant correlation. Although METER misclassifies some individuals with adequate literacy who actually have inadequate literacy, this happens more often when the scores obtained are reduced. When the score on one test is high, on the other test, it also happens.

Sharpening Students' Critical Literacy Skills Through Corpus-Based Instruction

2020 ◽  
pp. 234-260
Author(s):  
Paschalia Patsala ◽  
Maria Michali
Keyword(s):  
Social Change ◽  
Foreign Language ◽  
Critical Literacy ◽  
Literacy Skills ◽  
Efl Learners ◽  
The Past ◽  
Language Data ◽  
Based Instruction ◽  
Authentic Language ◽  
Tools And Techniques

In the past, corpora were primarily employed by linguists. Recently, there has been a growing interest from teachers and researchers in the pedagogical applications of corpora. However, literature of corpus-based instruction has little explored whether corpus-based instruction can reinforce English Foreign Language (EFL) learners' critical literacy. This chapter builds on research and practices that explore how corpus-based teaching may enhance learners' critical literacy skills, offering recommendations to teachers of English as a foreign language. The main features of critical literacy teaching are presented, and consideration is given to tools and techniques through which educators can encourage EFL learners to critically look at authentic language data and question both the language and the reality they are exposed to, affecting or enabling social change.

Addressing African American English in Early Literacy Assessment and Instruction

2008 ◽  
Vol 15 (2) ◽  
pp. 54-61 ◽  
Author(s):  
Nicole Patton Terry
Keyword(s):  
African American ◽  
Early Literacy ◽  
American English ◽  
Critical Role ◽  
Literacy Skills ◽  
African American English ◽  
Literacy Assessment ◽  
Learning To Read ◽  
Speech Language Pathologist ◽  
Early Literacy Assessment

Abstract Determining how best to address young children's African American English use in formal literacy assessment and instruction is a challenge. Evidence is not yet available to discern which theory best accounts for the relation between AAE use and literacy skills or to delineate which dialect-informed educational practices are most effective for children in preschool and the primary grades. Nonetheless, consistent observations of an educationally significant relation between AAE use and various early literacy skills suggest that dialect variation should be considered in assessment and instruction practices involving children who are learning to read and write. The speech-language pathologist can play a critical role in instituting such practices in schools.

Sign in / Sign up

Export Citation Format

Share Document