Criticality in English Language Literacy Teaching in an Iranian English Language Institute

Abstract

This paper is a qualitative case study which aims at investigating how English language literacy teaching in an Iranian English language Institute can provide an opportunity to bring critical pedagogy into its practices. According to literacy scholars of critical pedagogic theories, research in this field is strong and ever-increasing globally; however, it is rather immature to the field of English language education in EFL contexts and needs a more in-depth analysis. Focusing on excerpts taken from literacy events in classroom interactions, and also interviews, this paper addresses the status quo of English language literacy teaching. Findings revealed that criticality in the classroom is a missed concept and classroom practices in the settings do not make learners critical persons. As a result, the learners are not provided with opportunities to read between the lines and express their voices to address the challenges in their future lives. This study also has some pedagogic recommendations on how the teacher can transform the addressed activity to lead the learners to come into the level of critical pedagogic practice in their classroom interactions.

Fluency in Language Assessment Literacy: A Literature Review

“…This underscores the significance of LAL in ensuring fair and accurate assessments for English language learners. It is also important to consider the sociocultural aspects of language assessment literacy, as demonstrated in a study on criticality in English language literacy teaching in an Iranian English language institute (Aghaei & Rajabi, 2014). This study emphasized the construction of English language literacy in a specific sociocultural context, highlighting the need for a nuanced understanding of LAL in diverse educational settings.…”