EFL Learners’ Critical Literacy Practices: A Case Study of Four College Students in Taiwan

Ko, Mei-yun; Wang, Tzu-Fu

doi:10.1007/s40299-012-0013-5

Cited by 30 publications

(21 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The results of this study strongly support the previous studies (Janks, 2014;Ko & Wang, 2012;Gin, 2013;Roger, 2014;Yang, 2011), which argue that such critical learning methods augmented students' English competency but also empowered their meta-linguistic, meta-cognitive, and higher order of thinking skills. Furthermore, the study assists in filling the gap in the current literature as mentioned above in the section of critical literacy teaching methods in EFL contexts by integrating both individual and group work in teaching English using critical literacy methods which yielded positive outcomes.…”

Section: Discussionsupporting

confidence: 89%

“…They strongly suggest providing students with ample opportunities to make a sound connection between student knowledge of their daily life experiences with the text in the classroom to broaden their critical views and applications of critical literacy (Janks, 2014;Ko & Wang, 2012;Rogers, 2014). The review of the literature reveals that while the researchers in the above contexts empower students as agents in challenging the dominant discourses and developing their critical knowledge, the CL practices implemented appear to be mainly individual-oriented rather than group-based approaches.…”

Section: T Buimentioning

confidence: 99%

“…Through CL, students are empowered to challenge the status quo and social injustice often interwoven in the text and to question silent perspectives (Gee, 1996). Ko and Wang (2012) and Gee (2000) among others argue that CL activities further help students become active and critical users of language while their cognitive and logical skills are greatly enriched. Helot and O'Laoire (2011) and Morrell (2007) contend that CL emphasizes students' linguistic and educational needs, capitalizes on students as key agents of their own learning and fosters critical connections between language learning and social-political issues.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Critical Literacy in an EFL Classroom in Vietnam : Agentive Empowerment, Ideological and Language Transformations

Thuy¹

2016

The Journal of AsiaTEFL

View full text Add to dashboard Cite

The study, conducted in a mountainous province in Vietnam, explored how teaching methods of critical literacy (CL) were effective with high school students and their perceptions about these approaches. The study employed engaged ethnography (e.g., Phyak & Bui, 2014;Davis & Phyak, 2015) in which the researcher worked collectively with 27 students in understanding current pedagogical issues and applying CL in a real classroom. In particular, students were provided an opportunity to learn English through CL which was embedded in two vignettes on listening and project-based learning. The findings indicated CL pedagogies significantly improved students' English language competency and multiple skills such as leadership, presentation, and collaboration. Moreover, the students' responses strongly indicated CL is a meaningful, applicable, and critical approach for their English language improvement, socio-cultural awareness, and agentive development. The study offered some recommendations for applying CL pedagogies in language teaching, paying special attention to students' agencies while providing them with ample CL methods, and opportunities to enrich their academic English competency for effective language learning and ideological and academic transformations.

show abstract

Section: Discussionsupporting

confidence: 89%

Section: T Buimentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Critical Literacy in an EFL Classroom in Vietnam : Agentive Empowerment, Ideological and Language Transformations

Thuy¹

2016

The Journal of AsiaTEFL

View full text Add to dashboard Cite

show abstract

“…As a follow-up study, the participants of this study were the same four participants as in Ko and Wang's (2013): Pei-yun, Dan-ni, Jin-chie, and Min-han, who were selected from a critical literacy-based reading class based on their English proficiency level and engagement in class (for a detailed selection procedure, please see Ko and Wang's study, 2013a). Their basic information was presented as in Table 1.…”

Section: Setting and Participantsmentioning

confidence: 99%

“…One of the reasons for this phenomenon is that critical literacy aimed at developing students to question and challenge taken-for-granted beliefs or dominant practices has been considered culturally inappropriate for the East Asian contexts. Another reason is that many EFL teachers assume that students' limitations in English will preclude their engagement with complex social and moral issues (Ko & Wang, 2013). For the latter reason, the researcher with her colleague has conducted a study that explored EFL learners' critical literacy practices in relation to their English language proficiency, and the results were published in The Asia-Pacific Education Researcher in 2013, titled "EFL learners' critical literacy practices: A case study of four college students in Taiwan" (Ko & Wang, 2013).…”

Section: Introductionmentioning

confidence: 99%

Critical Literacy Practices in the EFL Context and the English Language Proficiency: Further Exploration

Ko¹

2013

ELT

Self Cite

View full text Add to dashboard Cite

This paper reports a follow-up study that explored the relationship between EFL learners’ critical literacy practices and the English language proficiency. It investigated four focal EFL learners’ critical literacy practices in their dialogic interaction and also analyzed 39 students’ views on their critical literacy learning. The four focal students’ discussion on a gender-related local news article was analyzed based on the concept of critical discourse analysis; the students’ views on critical literacy learning were analyzed both qualitatively and quantitatively. The findings showed that despite the difference in their English proficiency, the four focal students all demonstrated critical literacy in varying degrees as shown in its previous study, and that critical consciousness of gender and class are raised through dialogic interaction. This study thus corroborates the previous one that English proficiency does not hinder EFL learner’s critical literacy practices. Besides, this study had an additional finding; that is, English proficiency levels do affect EFL learners’ views on critical literacy learning. Therefore, a critical literacy-based class would be more acceptable to students whose English proficiency is high.

show abstract

Engaging English language learners with critical global literacies during the pull‐out: Instructional framework

Yol

Yoon

2019

TESOL Journal

View full text Add to dashboard Cite

Critical practices for promoting English language learners' global and multicultural perspectives become more important in this global and interconnected world operating under systems of power, ideology, and hegemony. Grounded in the theoretical framework of critical global literacies and its explicit connection to pedagogy, the purposes of this qualitative case study with three middle school English language learners are (1) to introduce instructional practices to promote critical global literacies in English as a second language (ESL) classrooms and (2) to discuss how English language learners respond to these critical practices in a middle school ESL pull-out setting. This article highlights the findings of the students' engagement through their actual voices and responses to the classroom activities. These findings challenge the preconceived notion that critical practices might be daunting to implement with English language learners. The findings also provide implications and practical suggestions on how to support students' language and literacy learning through the process of empowerment as socially and globally oriented individuals in this ever-changing, interconnected world.

show abstract

EFL Learners’ Critical Literacy Practices: A Case Study of Four College Students in Taiwan

Cited by 30 publications

References 15 publications

Critical Literacy in an EFL Classroom in Vietnam : Agentive Empowerment, Ideological and Language Transformations

Critical Literacy in an EFL Classroom in Vietnam : Agentive Empowerment, Ideological and Language Transformations

Critical Literacy Practices in the EFL Context and the English Language Proficiency: Further Exploration

Engaging English language learners with critical global literacies during the pull‐out: Instructional framework

Contact Info

Product

Resources

About