A case study of an EFL teacher’s critical literacy teaching in a reading class in Taiwan

Ko, Mei-yun

doi:10.1177/1362168812457537

Cited by 55 publications

(61 citation statements)

References 18 publications

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“…However, this kind of critical practice that focuses itself solely on rational questioning procedures can be separated from the value-laden world for its 'pure' reasoning (Ko, 2013). Yet, there is little recognition that curriculum and instruction necessarily engage particular social, cultural, and political standpoints.…”

Section: Critical Literacy To Me Before Reading This Week's Readings mentioning

confidence: 99%

“…As a teacher educator, I struggled with issues of control versus freedomin determining how much of the class needed to be pre-planned to ensure efficiency and how much needed to be responsive to the emergent dialogue among students. As with a Taiwanese EFL teacher educator in Ko's (2013) The teachers stated that imposing their agenda to their students would be of concern when promoting critical literacy pedagogy in their classrooms. In a similar vein, it is undeniable that my belief in taking an active, sometimes imposing, role in class discussion derives from critical literacy pedagogy.…”

Section: Reflexivity Is a Looking Backwards But Always From Another mentioning

confidence: 99%

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“I Love this Approach, But Find It Difficult to Jump in with Two Feet!” Teachers’ Perceived Challenges of Employing Critical Literacy

Cho¹

2015

ELT

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Accompanying myriad definitions of critical literacy is an absence of pedagogical models for implementing critical literacy in teacher education contexts. This action research explores critical literacy with pre-service and in-service teachers in teacher education courses offered in the United States. The primary data sources include online weekly discussions on course readings in the TESOL methods courses I taught in Hawaii and Kansas. First, I propose the working definition of critical literacy in the study (Luke, 2012) and then present course participants' perceived challenges of employing critical literacy in their current and future classrooms. Findings reveal that despite the differences in the two instructional contexts, both groups recognized that the current standards-based, test-driven educational environment would be the major obstacle for enacting critical literacy in their classroom. In addition, the lack of understanding of critical literacy was addressed by both groups of teachers. I also discuss my struggle and dilemma as a critical teacher educator. Finally, this article concludes with suggestions for introducing critical literacy in teacher education contexts.

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Section: Critical Literacy To Me Before Reading This Week's Readings mentioning

confidence: 99%

Section: Reflexivity Is a Looking Backwards But Always From Another mentioning

confidence: 99%

“I Love this Approach, But Find It Difficult to Jump in with Two Feet!” Teachers’ Perceived Challenges of Employing Critical Literacy

Cho¹

2015

ELT

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“…Participants were 39 English-major students enrolling in an English Reading class at a university in Taiwan where a critical literacy approach was implemented (for a detailed account of the critical literacy teaching, see Ko, 2013). All of the students were required to hand in a reflective essay on each reading article that had been discussed in class.…”

Section: Setting and Participantsmentioning

confidence: 99%

“…In Taiwan, only several researchers/educators responded to the need for critical literacy in EFL education, including the empirical studies by Ko andWang (2012a, 2012b), Kuo (2009), and Huang (2011a, 2011b. These studies all explored critical literacy implementation in a college EFL classroom, investigating students' critical written products and their views to critical literacy instruction.…”

Section: Introductionmentioning

confidence: 99%

A Critical Discourse Analysis of EFL Learners’ Post-reading Reflections in a Critical Literacy-based Class

2013

ELR

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This study examined EFL learners' critical development in a critical literacy-based reading class by analyzing their reflective essays on three articles: one article they read before critical instruction and two after the instruction. The analytical framework was mainly based on Fairclough's (1992a) Three-Dimensional Model of Discourse, focusing on the dialectical relationship between the students' discursive practices presented in their reflections and their ideological social practices. Findings show that the students' development of critical consciousness was seen after the critical instruction because in their response to the pre-instruction reading article, almost all of the students reproduced the conservative motherhood discourse, assuming the taken-for-granted responsibilities of a wife and mother, while in their response to after-instruction reading articles, around one third of the students displayed egalitarian discourses that challenge the taken-for-granted ideas about gender differences and admit of diverse ways of being in this world, and liberatory discourses such as the adoption discourse that liberates infertile couples from the domination of the fertility discourse. Therefore, from this study we suggest that critical pedagogy be implemented in EFL language instruction to develop students' critical consciousness and help them to be active critical readers.

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“…In other word, reading class as a political act for social betterment should be started from making learners realize their actual situation. It is because only by knowing their lived situation, learners could be encouraged to transform their social life (Freire, 2005b;Macedo & Freire, 2005;Akbari, 2008;Ko, 2013).…”

Section: Introductionmentioning

confidence: 99%

Critical Pedagogy Principles in Teaching EFL Reading

Yulianto

2016

ERJEE

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This study attempts to reveal how the use of critical pedagogy principles in teaching English as a Foreign Language (EFL) reading facilitates students to think critically. Additionally, it investigates and elaborates the benefits and challenges of using critical pedagogy principles in teaching EFL reading. The three critical pedagogy principles used in this study were dialogic education, democratic classroom, and reading the world and the word. Critical thinking skills and dispositions expected to be performed by the participants were analysis and evaluation skills, open-mindedness, and making reasoned decision. This is a case study design which was conducted in the form of teaching program. The teaching program which consisted of eight meetings was given to 59 EFL sophomores in the Reading in Professional Context class at a private teacher education in Bandung. Data in the form of classroom talks and activities and students" responses as well as their critical thinking skills self-assessment were collected by using video recordings, observation notes, interview guideline, students" learning journals, and questionnaires. It is revealed that the teaching program has facilitated students to think critically by providing four categories of activity. They are (1) offering problematic topics and reading materials that are linked to the students" lives, (2) encouraging students to read between the lines, (3) distributing classroom power, and (4) creating space for students" voices to be heard. Meanwhile, there are two benefits of the teaching program, namely (1) language development and (2) new knowledge as well as experience acquisition. However, there are three major challenges in conducting the teaching program that are (1) the lack of classroom-friendly authentic controversial reading materials, (2) the passive culture, and (3) the unpredictable classroom.

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A case study of an EFL teacher’s critical literacy teaching in a reading class in Taiwan

Cited by 55 publications

References 18 publications

“I Love this Approach, But Find It Difficult to Jump in with Two Feet!” Teachers’ Perceived Challenges of Employing Critical Literacy

“I Love this Approach, But Find It Difficult to Jump in with Two Feet!” Teachers’ Perceived Challenges of Employing Critical Literacy

A Critical Discourse Analysis of EFL Learners’ Post-reading Reflections in a Critical Literacy-based Class

Critical Pedagogy Principles in Teaching EFL Reading

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