Teaching critical literacy with high school English as an additional language learners

Author(s):  
Jennifer H. Alford
2020 ◽  
Vol 37 (1) ◽  
pp. 82-100
Author(s):  
Sara L. Jozwik ◽  
Shaqwana Freeman-Green ◽  
Tara L. Kaczorowski ◽  
Karen H. Douglas

2002 ◽  
Vol 137-138 ◽  
pp. 165-179
Author(s):  
Kyung Suk Kim

Abstract This paper investigates the authenticity of conversational texts, particularly direction-giving interactions in Korean high school English textbooks. Previous studies (e.g., PEARSON & LEE 1992; SCOTTON & BERNSTEN 1986) of natural conversations of direction-giving have shown that the structure of native speakers' direction-giving turns is highly formulaic. They are composed of four main moves: 'insertion sequence' (SCHEGLOFF 1972), a set of directions, pre-closing, and closing. In addition, realizations of the moves were very much uniform across the studies. The study demonstrates that 7 7 direction-giving interactions of the textbooks fall short of the features of authentic direction-giving. Specifically, the moves before or after a set of directions are usually not included, especially insertion sequence and pre-closing. Also, the forms of directives in a sequence of directions are more in favor of bald imperative than in naturalistic data. It is argued that in order to help language learners be better equipped to function outside the classroom, textbook conversations should reflect not the authors’ introspection but naturally occurring conversations.


TESOL Journal ◽  
2016 ◽  
Vol 8 (4) ◽  
pp. 969-994 ◽  
Author(s):  
Betty Thomason ◽  
Clara Lee Brown ◽  
Natalia Ward

2017 ◽  
Vol 19 (2) ◽  
pp. 41-55
Author(s):  
Julio César Torres-Rocha

This is a study on high school English as a foreign language Colombian teacher identity. Using an interpretive research approach, I explored the influence of the National Bilingual Programme on the reconstruction of teacher identity. This study focuses on how teachers feel about language requirements associated with a language policy. Three instruments were used to collect the data for this research: a survey to find out teachers’ familiarity with the policy and explore their views on the language policy and language requirements and other aspects of their identity; autobiographical accounts to establish teachers’ trajectories as language learners and as professional English teachers; and semi-structured interviews to delve into their feelings and views on their language policy and requirements for English teachers.


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