Critical Reading in Language Education

Wallace, Catherine

doi:10.1057/9780230514447

Cited by 220 publications

(247 citation statements)

References 28 publications

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“…This Model shares with other critical literacy models (see Wallace, 2003 andLuke &Dooley, 2011) the idea that helping students access the text and comprehend it is important for critical reading. However, the Model incorporates comprehension strategies in its instructional cycle and gives them more space than the other models do.…”

Section: The Critical Reading Modelmentioning

confidence: 89%

“…They need to justify their claims, support their points of view through elaboration and clarification, and make the grounds of opinions and judgments explicit. Their reasoning should be clearly visible, coherent, and systematic (Wallace, 2003). These characteristics have formed the criteria for assessing the participants' performance in the graded analysis assignments.…”

Section: Methodsmentioning

confidence: 99%

“…Wallace cites two other models developed by the New London Group (2000) and Lankshear (1994). The two models are similar except that the NLG attends to all modes of meaning, embracing spatial, gestural, and visual design, while Lankshear's model maintains a print literacy focus (Wallace, 2003). Luke and Dooley (2011) summarize other models with different pedagogical foci.…”

Section: B Models and Researchmentioning

confidence: 99%

“…Others focus on analyzing ideologies through lexicogrammatical text features, on uncovering gender discrimination, and on student empowerment. Although these different foci share the concept of critical analysis (Wallace, 2003), they have led to diverse pedagogical and research directions. …”

Section: B Models and Researchmentioning

confidence: 99%

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Critical Literacy: Performance and Reactions

Ibrahim¹

2015

TPLS

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Abstract-This study examined how the socio-political and socio-cultural backgrounds of Lebanese university students affected their critical engagement with texts and how these students reacted to critical reading. It also investigated the effect of critical reading instruction on the participants' performance in critical text analysis. It was a part of a broader research that employed the mixed research method. Twenty one participants majoring in Teaching English to Elementary Students at a university in Lebanon received instruction based on a critical reading model for three months. All the participants filled out a questionnaire. Eleven participants were interviewed, before which they filled out a survey. Also some class interaction was documented. Moreover, the One-group, Posttest Pretest design was employed. The data showed how the participants' sociopolitical and religious backgrounds affected their critical engagement with texts. Some participants were less critical or more critical depending on their ideological positions towards the topics of the texts. Interestingly, most participants said that they enjoyed questioning the texts' assumptions although it annoyed them that this questioning made them contemplate their long-held beliefs. In addition, T-test and Mann-whitney test showed a significant improvement in critical text analysis at the end of the course. However, a few participants resisted critical reading Index Terms-critical reading in ESL contexts, reading with a questioning mind, exploring ESL texts from a critical viewpoint, Lebanese students engage texts critically

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Section: The Critical Reading Modelmentioning

confidence: 89%

Section: Methodsmentioning

confidence: 99%

Section: B Models and Researchmentioning

confidence: 99%

Section: B Models and Researchmentioning

confidence: 99%

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Critical Literacy: Performance and Reactions

Ibrahim¹

2015

TPLS

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“…A model for preservice teacher education that would enable future EIL teachers to gain the understanding of CLA needed to introduce it to learners would necessarily touch on topics such as analysis to understand how language is structured through micro, text-level language selections (e.g., which nouns, verbs, adjectives, and allusions does the author use, and what impression does that create?). EIL students must learn to identify, and critique ideological assumptions, and understand how they, their communities, and their society are positioned (Wallace, 2003).…”

Section: Critical Language Awareness 25mentioning

confidence: 99%

Critical Language Awareness

Taylor

Despagne

Faez

2018

The TESOL Encyclopedia of English Language Teaching

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Intellectual and Social ContextIn the latter half of the 20th century, applied linguists, dissatisfied with the positioning of language teaching, called for a multidimensional curriculum to reframe teaching (about) languages, be they first or heritage languages (L1s or HLs); English as a second, foreign or international language (ESL, EFL and EIL); or other foreign languages (FLs). Their dissatisfaction stemmed from languages being viewed in isolation (like linguistic silos), an overemphasis on teaching the four skills in a discrete (unintegrated) manner, and decontextualized grammar and vocabulary teaching. Out of this discontent grew the notion of "language awareness," with language awareness pedagogy implemented in the UK school system for the first time in 1974. The notion and pedagogical interventions emerged from the desire to bridge languages taught in isolation, and recognize the role language plays in all subject matter teaching (i.e., language-across-the-curriculum) (Hawkins, 1999).Later, applied linguists argued that the grammatical and lexical choices authors make in written discourse or other semiotic "texts" are not neutral; their choices can persuade and influence readers of science or business texts just as much as they can shape how polemic arguments are CRITICAL LANGUAGE AWARENESS 2 interpreted. Researchers advocated for students to be taught how to read texts critically as part of the school curriculum, arguing that they need explicit instruction on how lexical and syntactic maneuvering can position texts as authoritative and thus influence whether EIL students interpret positions and claims as trustworthy and credible (e.g., Clark, Fairclough, Ivanič, & Martin-Jones, 1991). Students need to be aware that no text is neutral, and that authors can make their points without explicitly revealing their partipris. Applied linguists called for explicit, yet age-appropriate, instruction on critical discourse analysis to equip students with the skills needed to "read" texts critically (including oral, visual, and other texts), and recognize veiled ideologies expressed through seemingly neutral, yet persuasive, lexical choices, phraseology, and symbols. Students able to discern persuasive (not neutral) manifestations of worldviews expressed through vocabulary choices, as well as syntactic and other constructions are deemed to have "critical language awareness" (CLA), or an awareness of "how language conventions and language practices are invested with power relations and ideological processes which people are often unaware of" (Fairclough, 1992(Fairclough, /2014. CRITICAL LANGUAGE AWARENESS 3For EIL students to understand these conventions, practices, relations, and processes, they must first understand worldviews; ideologies; diversity issues involving power, class, gender, race, sexuality; how discussions of language are frequently invisibilized; and, finally, discourse features and techniques. These philosophical, ideological, metalinguistic, and pragmatic issues and topics are not within everyone's ...

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Identity in Language and Literacy Education

McKinney¹,

Norton²

2008

The Handbook of Educational Linguistics

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Critical Reading in Language Education

Cited by 220 publications

References 28 publications

Critical Literacy: Performance and Reactions

Critical Literacy: Performance and Reactions

Critical Language Awareness

Identity in Language and Literacy Education

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