Critical literacy as a pedagogical goal in English language teaching
| dc.contributor.author | Abednia, Arman | |
| dc.contributor.author | Crookes, Graham V. | |
| dc.date.accessioned | 2020-05-12T21:48:38Z | |
| dc.date.available | 2020-05-12T21:48:38Z | |
| dc.date.issued | 2018 | |
| dc.description.abstract | In this chapter, the authors provide an overview of the area of critical literacy as it pertains to second language pedagogy (curriculum and instruction). After considering the historical origins of critical literacy (from antiquity, and including in first language education), they consider how it began to penetrate the field of applied linguistics. They note the geographical and institutional spread of critical literacy practice as documented by published accounts. They then sketch the main features of L2 critical literacy practice. To do this, they acknowledge how practitioners have reported on their practices regarding classroom content and process. The authors also draw attention to the outcomes of these practices as well as challenges that practitioners have encountered in incorporating critical literacy into their second language classrooms. | |
| dc.format.extent | 33 pages | |
| dc.identifier.uri | http://hdl.handle.net/10125/67844 | |
| dc.language.iso | en-US | |
| dc.title | Critical literacy as a pedagogical goal in English language teaching | |
| dc.type | Working Paper | |
| dc.type.dcmi | Text |