Critical Literacy as Comprehension

McLaughlin, Maureen; DeVoogd, Glenn

doi:10.4324/9780203839713.ch40

Cited by 55 publications

(89 citation statements)

References 7 publications

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“…However, scholars such as Cowhey (2006), Comber, Thomson, and Wells (2001), McLaughlin and DeVoogd (2004), Morrell (2002), and Vasquez (1998) have provided useful insight into how to carry out CL in a classroom. These instances were the ones the participants in this study analyzed and talked over during several class discussions, allowing them to envision the great challenge they had at hand if they attempted to move away from language teaching as a transmission of grammar rules, and moved towards a more critical approach to language teaching.…”

Section: Literature Reviewmentioning

confidence: 99%

Beliefs, Attitudes, and Reflections of EFL Pre-service Teachers when Exploring Critical Literacy Theories to Prepare and Implement Critical Lessons.

Gutiérrez

2015

Colomb. Appl. Linguist. J

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Foreign language teaching and learning is an issue of high relevance nowadays in Colombia. Unfortunately, language teaching has often been reduced to the mastery of language structures, disregarding the vast number of possibilities that language teaching provides to involve students in the discussion and analysis of issues that affect their everyday life. Shifting language teaching toward this goal, however, has to start in language teacher preparation programs. To gain a better understanding of the implication of this shift, this study explored the beliefs, attitudes, and reflections of three student-teachers, from a foreign language teaching program at a public university, towards the exploration of critical literacy theories, and the design and implementation of critical lessons. Data collected included audio-recordings of group discussions and individual interviews with the three participants, their reflections in different stages, lesson plans, and class observations of their lesson implementation. Results from this study suggest that exposing future EFL teachers to critical literacy approaches to language teaching can have different effects on their perspectives towards education and their teaching practice. Thus, their beliefs and attitudes towards Critical Literacy Theories can be continuously transformed as they face various situations in the exploration and implementation of these theories.Key words: pre-service EFL teachers, Critical Literacies, Language teacher preparation programs, Teaching practicum.

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Section: Literature Reviewmentioning

confidence: 99%

Beliefs, Attitudes, and Reflections of EFL Pre-service Teachers when Exploring Critical Literacy Theories to Prepare and Implement Critical Lessons.

Gutiérrez

2015

Colomb. Appl. Linguist. J

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“…The critical literacy approach develops students' critical attitude through evaluating texts. The characteristics of this approach are: (1) focus on the issue of authority to develop the ability to reflect and transform thoughts; (2) evaluate problems from various perspectives, (3) propose/conduct an alternative reaction [10,11].…”

Section: Discussionmentioning

confidence: 99%

Critical Responses To Texts: Reading Attitudes Of University Students In Indonesian Learning Context

Sultan¹,

Rofi’uddin²,

Nurhadi³

et al. 2017

KSS

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This study discusses university students' reading attitudes and perspectives on reading texts. Reading attitude was measured through students' critical responses in comprehending and evaluating the content of the texts. This descriptive-quantitative study employed a survey. It was conducted in Indonesian Language Teaching Study Program in State University of Makassar, Indonesia. The data were collected through a questionnaire and interviews. The results of this study indicated that the students' critical responses to texts were categorized as low. In general, the students obtained only the stated information found in texts, and they made very little attempt to seek for implied meanings. They rarely tried to connect one text to another and to social as well as cultural contexts of the texts. These poor critical responses of the students have resulted from the process of learning to read which has been more text-oriented in nature rather than ideology-concerns of the texts.

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“…Toujours dans cette même première étude, nous avons observé que l'apport des oeuvres de fiction (les romans, les BD et les albums) à la compréhension d'un thème d'histoire et à l'acquisition de connaissances semble peu reconnu et/ou mal évalué (Martel, Cartier et Butler, 2014;Martel et Cartier, sous presse (Buckingham, 2003;Comber, 2001;Lebrun, Lacelle et Boutin, 2012;Lee, 2005;McLaughlin et Devood, 2004).…”

Section: Quelques Constats Issus D'une Recherche Préliminaireunclassified

Intégrer La Lecture Multimodale Et Critique en Classe D’histoire : Étude De Cas Exploratoire

Martel

Boutin

2018

rechercheslmm

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La mobilisation de la bande dessinée historique comme matrice de savoirs en histoire permet d’incarner concrètement la rencontre de l’enseignement/apprentissage du décodage et de la compréhension multimodale, de la lecture pour apprendre et de la littératie critique. Qui plus est, elle est susceptible de contribuer au développement d’habiletés encore peu maîtrisées chez les élèves du primaire, dont les habiletés liées à la littératie multimodale et critique dans la perspective de l’apprentissage de l’histoire. Cet article présente les observations nées de la mise à l’essai au primaire (étude de cas) d’un dispositif didactique favorisant l’apprentissage par la lecture (Cartier, 2007) en histoire par le recours à la bande dessinée historique. Les premiers résultats obtenus permettent de consolider la viabilité et l’efficacité de ce dispositif sur la compétence en littératie médiatique multimodale (Lebrun et Lacelle, 2011), sur la compétence en littératie critique et sur l’acquisition de savoirs disciplinaires.

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Critical Literacy as Comprehension

Cited by 55 publications

References 7 publications

Beliefs, Attitudes, and Reflections of EFL Pre-service Teachers when Exploring Critical Literacy Theories to Prepare and Implement Critical Lessons.

Beliefs, Attitudes, and Reflections of EFL Pre-service Teachers when Exploring Critical Literacy Theories to Prepare and Implement Critical Lessons.

Critical Responses To Texts: Reading Attitudes Of University Students In Indonesian Learning Context

Intégrer La Lecture Multimodale Et Critique en Classe D’histoire : Étude De Cas Exploratoire

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