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Addressing challenges in the practice of critical literacy in EFL classrooms: A new framework

Citation

Novianti, N and Thomas, A and To, V, Addressing challenges in the practice of critical literacy in EFL classrooms: A new framework, Indonesian Journal of Applied Linguistics, 10, (1) pp. 206-217. ISSN 2301-9468 (2020) [Refereed Article]


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Copyright © 2020, authors. Licensed under Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) https://creativecommons.org/licenses/by-sa/4.0/

DOI: doi:10.17509/ijal.v10i1.25049

Abstract

The practice of critical literacy in EFL contexts answers the need for EFL pedagogy that considers the complex social and political dimensions of foreign language learning. Many teachers are still discouraged from practicing critical literacy due to the many challenges they encounter. In this paper, we outline a practical framework that can help teachers navigate the complexity of practicing critical literacy in EFL contexts. The framework consists of four resources of critical literacy practice, namely curriculum and standards, studentsí experiences and background, local social issues, and text selection. The classroom activities include text analysis and critique, bridging the word and the world, and social action. Particular issues in EFL pedagogy are addressed with implications for the practice of critical literacy.

Item Details

Item Type:Refereed Article
Keywords:classroom-based framework, critical literacy, EFL contexts
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)
Objective Division:Culture and Society
Objective Group:Communication
Objective Field:Languages and linguistics
UTAS Author:Novianti, N (Ms Nita Novianti)
UTAS Author:Thomas, A (Dr Angela Thomas)
UTAS Author:To, V (Dr Vinh To)
ID Code:139799
Year Published:2020
Deposited By:Education
Deposited On:2020-07-06
Last Modified:2021-08-24
Downloads:10 View Download Statistics

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