Becoming Critical Readers of Graphic Novels: Bringing Graphic Novels Into Korean Elementary Literacy Lessons

Huh, Seonmin; Suh, Young-Mee

doi:10.15858/engtea.70.1.201503.123

Cited by 4 publications

(1 citation statement)

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“…To foster students' English reading and writing skills, EFL teachers have used a variety of materials as resources. For example, children's and young adult literature is frequently used by teachers in critical literacy classrooms: Huh and Suh (2015) and Sun (2019) adopted graphic novels; Bobkina and Stefanova (2016) and Fredricks (2012) incorporated literature into their classes; and Hayik (2015b) and Huang (2019b) utilized fairy tales to challenge gender stereotypes. Similarly, EFL teachers have adopted multimodal picture books as a tool for raising bilingual children's critical awareness of race, ethnicity, gender, and religion (Hayik, 2015a(Hayik, , 2015dKim, 2016;Kim and Hachey, 2020;Kim and Cho, 2017;Kuo, 2009;Lee, 2017).…”

Section: Engaging With (Multimodal) Textsmentioning

confidence: 99%

Creating Critical Literacy Praxis: Bridging the Gap between Theory and Practice

Weng

2021

RELC Journal

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Although research in critical literacy has long been conducted in English as a second language contexts, a modicum of critical literacy research in English as a foreign language (EFL) contexts in which English is seldom used outside the classroom environment has also been undertaken. This article aims to discuss the introduction of critical literacy in the Teaching English to Speakers of other Languages (TESOL) profession, which has been neglected by TESOL researchers and practitioners in EFL contexts. The article reviews and synthesizes the existing literature by providing conceptualizations of the critical literacy approach to TESOL, examples of critical literacy implementation, and the benefits and challenges of implementing critical literacy pedagogy. The article concludes by calling for more critical literacy research in EFL contexts.

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