Taking action through redesign: Norwegian EFL learners engaging in critical visual literacy practices

Brown, Cecilie Waallann

doi:10.1080/1051144x.2021.1994732

Cited by 7 publications

(3 citation statements)

References 23 publications

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“…Understanding and cooperating related to social actions is fundamental for the development and mutual understanding in human interaction and carries a meaning (Vatanen et al, 2021). Moreover, the pupils' comprehension of social issues and social justice issues might be develop through any other different subject areas (Brown, 2022). Learning on social issues in more detail arise awareness to the pupils so that they can pay attention to the matters and encourage the critical thinking.…”

Section: Malesmentioning

confidence: 99%

Tertiary EFL Female and Male Students’ Perception in Speaking Class: Gender-based Violence Issue

Dewi,

Yuliatin,

Sari

2024

SALEE

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Exploring how stories of gender-based violence boost students’ speaking. This article focuses on student’s experiences and captures phenomena of gender inequality, including sexual violence and domestic violence in the that may affect speaking . This study was implemented in the second semester for English literature students. The topic of gender violence was discussed in 14 meetings to tell stories related to gender issues. This research results show that females and males have different perspectives the implementation of gender-based context in speaking class. The majority of females excited in learning English through social issues, particularly on gender violence matters. However, males prefer to discuss other topics relevant to males’ issues, and the learners do not really enjoy discussing the topics provided. All respondents agree that gender-based violence can boost students’ motivation in speaking and their critical thinking because the learners were encouraged to tell stories experience-based, and the pupils more aware violence. This contributes to a new insight for education field in distinguish two different perceptions for two sexes, particularly for educators, educational experts, and relevant stakeholders. Thereby, they can try to implement gender topics in teaching and learning process.

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Section: Malesmentioning

confidence: 99%

Tertiary EFL Female and Male Students’ Perception in Speaking Class: Gender-based Violence Issue

Dewi,

Yuliatin,

Sari

2024

SALEE

View full text Add to dashboard Cite

show abstract

“…Second, visual literacy expands traditional, text-based literacy to multiple literacies critical to global citizens' competence (Brown, 2022). Visuals help multilingual students break free of language barriers to access the core curriculum, make connections to their prior knowledge, and celebrate diverse perspectives.…”

Section: Putting It All Togethermentioning

confidence: 99%

“…For younger multilingual students, teachers can provide students with classroom materials to create a 3-D model related to a STEM topic. Older multilingual students can leverage primary language, drawing, and/or technology to demonstrate their conceptual understanding of the content as well as critical thinking and problem-solving skills by creating something innovative (Brown, 2022). Using inclusive visuals and multilingual student support strategies during the various inquiry phases, teachers can gather a plethora of formative and summative data to assess students' mastery of language features, including the use of vocabulary, phrases, and sentence structure in the context of STEM (NASEM, 2018).…”

Section: Figure 10mentioning

confidence: 99%