A. Luke and P. Freebody’s Pedagogical Model of Educating Critical Literacy of Future Interpreters: Application Experience Within Domestic Pedagogical Practice

Abstract

Two resources (code-breaking and meaning making) have been successfully implemented into the classic literature teaching content for Bachelor's degree students. Theoretical background, functions, and aim of these two roles have been examined. Stages of the practical classes' organization for the most fruitful students' code-breaking have been shown. Intertextual and social-cultural factors of the practical meaning-making process have been identified. Besides, the compulsory interconnection between current two resources has been proved.