Reading “Further and Beyond the Text”: Student Perspectives of Critical Literacy in<scp>EFL</scp>Reading and Writing

Huang, Shin-ying

doi:10.1002/jaal.00017

Cited by 59 publications

(43 citation statements)

References 10 publications

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“…For example, Russell (2013b) points out that university level WAC has sometimes underscored the authority of disciplines, but it also offers the opportunity to criticize these same disciplines. Similarly, at the elementary and secondary level, content area educators have used writing assignments to engage students in thinking critically about society (Christensen, 1999;Comber, Thomson & Wells, 2001;Huang, 2011). Traditionally, critical pedagogy has not been considered part of "writing to learn."…”

Section: Social Practices In Writing To Learnmentioning

confidence: 99%

Trends in Research on Writing as a Learning Activity

Klein¹,

Boscolo²

2016

Journal of Writing Research

162

119

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This article discusses five trends in research on writing as a learning activity. Firstly, earlier decades were marked by conflicting views about the effects of writing on learning; in the past decade, the use of meta-analysis has shown that the effects of writing on learning are reliable, and that several variables mediate and moderate these effects. Secondly, in earlier decades, it was thought that text as a medium inherently elicited thinking and learning. Research during the past decade has indicated that writing to learn is a self-regulated activity, dependent on the goals and strategies of the writer. Thirdly, the Writing Across the Curriculum (WAC) movement emphasized domain-general approaches to Writing to Learn (WTL). Much recent research is consistent with the Writing in the Disciplines (WID) movement, incorporating genres that embody forms of reasoning specific to a given discipline. Fourthly, WTL as a classroom practice was always partially social, but the theoretical conceptualization of it was largely individual. During the past two decades, WTL has broadened to include theories and research that integrate social and psychological processes. Fifthly, WTL research has traditionally focused on epistemic learning in schools; more recently, it has been extended to include reflective learning in the professions and additional kinds of outcomes.

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Section: Social Practices In Writing To Learnmentioning

confidence: 99%

Trends in Research on Writing as a Learning Activity

Klein¹,

Boscolo²

2016

Journal of Writing Research

162

119

View full text Add to dashboard Cite

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“…42-43) summarises the situation, emphasising that curricula often have a limited view of literacy as basic skills of reading, reading comprehension and writing. Instead, literacy should be seen as a larger concept from the point of view of situated use of a complex set of competencies (Coiro et al, 2008), using and producing multimodal texts, printed and digital, and be aware that the content and the linguistic choices in any text are ideological and context dependent (Eggins, 2004;Halliday & Hasan, 1985).Thus, the aim should be to achieve critical literacy (Huang, 2011;Luke, 2000). The European countries are still embracing a literacy curriculum that mainly focuses on passing on the cultural and national heritage by introducing basic skills and an ample amount of canonical literature.…”

Section: Developing Adolescent Literacymentioning

confidence: 99%

Adolescent Literacy in Europe — An Urgent Call for Action

Sulkunen¹

2013

Euro J of Education

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This article focuses on the literacy of the adolescents who, in most European countries, are about to leave or have recently left basic education with the assumption that they have the command of functional literacy as required in and for further studies, citizenship, work life and a fulfilling life as individuals. First, the overall performance level in the EU member countries with a special focus on poor literacy is examined. Also, the most persistent inequities in adolescent literacy are reviewed, including the gender gap, the socio‐economic gap, the migrant gap and the digital gap. Secondly, the focus turns to developing adolescent literacy and reading education in Europe in a constantly changing global context with increasing literacy demands calling for a lifelong and a life‐wide development of literacy. The article outlines elements of effective literacy education for adolescents in Europe.

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“…Whereas, the fact is in conducting a critical-oriented class, the starting point is the teacher should become critically literate to open space for students to be critical (McDaniel, 2006;McLaughlin & Allen, 2002;Riley, 2015). Moreover, most of critical literacy researches were carried out in ESL classrooms (Zhang, 2015), only a few researches were done in the EFL context (Gustine, 2013(Gustine, , 2018Ko, 2010), especially in Indonesia (Huang, 2011). In addition, Ko (2010) found that in some Asian country, the knowledge of critical literacy is still lacking.…”

Section: Introductionmentioning

confidence: 99%

An Inquiry Study on Teachers’ Beliefs and Knowledge of Critical Literacy Pedagogy in Indonesia Context

Hidayat¹

2020

Proceedings of the Twelfth Conference on Applied Linguistics (CONAPLIN 2019)

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In Indonesia, alternative approaches to language and literature teaching that involve critical literacy tend to be regarded as something new. Teachers who want to apply critical literacy, mostly have limited knowledge or experience of what critical literacy is and how to apply it in their classrooms. This study involved fifteen English teachers in primary schools, secondary schools, and universities in Garut, West Java province, Indonesia, who were surveyed related to their belief and knowledge of critical literacy. The results of an open-ended questionnaire followed by an interview revealed that, although these teachers have been teaching English for about one to sixteen years at various levels and schools, some of them showed a lack of knowledge about critical literacy as a methodological approach to teaching English since they have not been able to distinguish between critical literacy and critical thinking. However, all teachers have a strong belief that critical literacy is important to be applied in teaching and learning practices in order to improve students' ability to understand text. In addition, the study also provides English teachers' expectation in how they can develop a critical literacy-oriented classrooms.

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Reading “Further and Beyond the Text”: Student Perspectives of Critical Literacy inEFLReading and Writing

Cited by 59 publications

References 10 publications

Trends in Research on Writing as a Learning Activity

Trends in Research on Writing as a Learning Activity

Adolescent Literacy in Europe — An Urgent Call for Action

An Inquiry Study on Teachers’ Beliefs and Knowledge of Critical Literacy Pedagogy in Indonesia Context

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