'Why Do They Hit the Headlines?': Critical media literacy in the foreign language class

Ramos, Fernando Prieto

doi:10.1080/07256860120037409

Cited by 10 publications

(6 citation statements)

References 15 publications

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“…When demonstrating their intercultural knowledge, participants manifested positive self cultural representation in self guest discourse, Arab regional discourse, Saudi national discourse, and time adaptation discourse. This finding coincides with previous researchers' findings (García & Carmen, 2017;Ramos 2001). García and Carmen (2017) found that autobiographical writing production on intercultural encounters enhanced students' self-awareness.…”

Section: Discussionsupporting

confidence: 93%

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Fostering Critical Intercultural Awareness Among EFL Students Through Critical Discourse Analysis

Hazaea

2020

Íkala

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Fomento de la consciencia crítica intercultural en estudiantes de inglés como lengua extranjera mediante el análisis crítico del discurso Promouvoir la conscience critique interculturelle chez des étudiants en anglais langue étrangère en utilisant l' analyse critique du discours Abstract This paper reports some findings on the development of critical intercultural awareness among English-as-a-foreign-language students in the context of a critical reading enrichment course for students in the preparatory year at a Saudi university. The critical reading class aimed to increase levels of critical intercultural awareness among the participants when they decoded and encoded an intercultural text. A qualitative action research design was used. The teacher-researcher equipped the participants with tools from critical discourse analysis for analyzing intercultural texts. After that, they were asked to work on an assignment by reading a text about a dinner invitation and then writing creatively on that topic. The study data were collected from these reflective writings in the participants' portfolios. The teacher-researcher also used tools of critical discourse analysis to analyze the collected data. It was found that the participants demonstrated a balanced intercultural awareness associated with the discourse of food diversity. They also effectively appreciated cultures of the self and others and demonstrated appropriate intercultural knowledge of the self and others. Furthermore, they acquired the intercultural skills of relating to intercultural texts, as well as analyzing and interpreting them. The study suggests the effectiveness of critical discourse analysis as a teaching and learning strategy to increase critical intercultural awareness among English-as-a-foreign-language students.

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Section: Discussionsupporting

confidence: 93%

“…García and Carmen (2017) found that autobiographical writing production on intercultural encounters enhanced students' self-awareness. Similarly, Ramos (2001) found that Spanish students gained knowledge of self-awareness after implementing cda.…”

Section: Discussionmentioning

confidence: 88%

Fostering Critical Intercultural Awareness Among EFL Students Through Critical Discourse Analysis

Hazaea

2020

Íkala

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“…Despite these numbers being relatively low compared to the other forms of in-migration noted previously, asylum seekers were clearly targeted and racialised in the popular media (see Cullen, 2000; Fanning, 2002a: 22–4; Guerin, 2002: 91–101; Breen, Hayes and Devereux, 2006; National Union of Journalists, 1998; Pollak, 1999; Ramos, 2001; and White, 2002: 102–15). Moreover, the Irish state was shown to be deeply complicit in this process (see Breen, 2008; Fanning, 2002a, 2002b; Garner, 2004; Garner and Moran, 2008; Harmony, 1990; A.…”

Section: The Context Of the Irish Grassroots Pro-asylum Seeker Movementmentioning

confidence: 95%

Collective identities and formal ideologies in the Irish grassroots pro-asylum seeker movement

Moran

2017

Irish Journal of Sociology

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This article examines the relationship between formal ideologies and processes of collective identity construction across two key waves of mobilisation of pro-asylum-seeker groups in Ireland, namely radical anti-racism and the multicultural support group. In each period, a formal ideological stance delimited the scope of actions available to members. In examining the interplay between collective identity and ideology, the actions and trajectories of individual social movement organisations (SMOs) and the movement at large can be better understood. Processes of collective identity construction facilitated SMO members in creating conditional senses of ‘weness’. In instances, these challenged formal ideologies with differing results. In the case of radical anti-racism, it created a reformist/radical division among members. In the multicultural support group, it created a reformist/non-reformist division. These cleavages are crucial to understanding how the movement progressed over time. Collective identity work is understood as a means through which individuals can challenge or reinforce formal ideologies, thus playing a crucial role in the trajectories of the SMOs examined and their repertoire of actions.

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“…Although FL classrooms have begun to incorporate critical literacy in recent years (Iwasaki & Kumagai, 2008;Kumagai, 2007aKumagai, , 2007bKumagai, , 2009Kumagai, , 2011Kumagai & Fukai, 2009;Kumagai & Iwasaki, 2011;Ramos, 2001;Wallace, 2003), seldom have students been urged to critique basic linguistic concepts and the language ideologies behind them. Language ideologies represent the perception of language constructed in the interest of a specific group, mediating between social structures and language uses (Kroskrity, 2000;Woolard, 1998).…”

Section: Power Of Language Ideologies 149mentioning

confidence: 98%

Power of language ideologies: Challenging the notion of foreign loanwords in Japanese-as-a-foreign-language classroom

Doerr

Kumagai

2014

Writing Systems Research

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'Why Do They Hit the Headlines?': Critical media literacy in the foreign language class

Cited by 10 publications

References 15 publications

Fostering Critical Intercultural Awareness Among EFL Students Through Critical Discourse Analysis

Fostering Critical Intercultural Awareness Among EFL Students Through Critical Discourse Analysis

Collective identities and formal ideologies in the Irish grassroots pro-asylum seeker movement

Power of language ideologies: Challenging the notion of foreign loanwords in Japanese-as-a-foreign-language classroom

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