The Practice of Critical Literacy Teaching in EFL Classroom: A Case Study in a Reading Class in Indonesian Higher Education (original) (raw)
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2017
Critical Literacy approach suggests that teaching reading should not only be focused on language but also on developing students’ critical literacy. This article discusses the findings of research focusing on strategies used in developing critical literacy in Reading class at English Education Department of Muhammadiyah University of Surakarta and challenges faced by the lecturers in developing students’ critical literacy. The subjects were 20 English Education Department students and three lecturers of Reading. The data were collected using interview, observation, and documentation. They were analyzed through data reduction, data display for categorization and conclusion by using relevant framework of critical literacy. The findings showed that the strategies used by the lecturers include using various texts, stimulating the students’ interest, asking critical questions, discussing questions collaboratively, and writing summary and response. The challenges faced by the lecturers in...
Critical Literacy in an EFL Setting: Lecturers’ Perception
Journal of Language Teaching and Research
This study intended to determine lecturers' understanding of critical literacy, how they applied it in reading class, and their reasons for continuing to teach critical literacy to students. This study involved five English lecturers as the subjects of the study. The researchers used various techniques to obtain data, namely interviews, documentation, and observation. The collected data were analyzed qualitatively using the interactive data analysis model. This study found that the lecturers' have different ways of defining critical literacy. However, their understanding of critical literacy aligns with the concept of critical literacy in general. Furthermore, lecturers' understanding influences their strategies to promote critical literacy in their English as a foreign language class. Thus, they applied various teaching strategies to ensure that the students could improve their critical literacy. In addition, they also have strong reasons for promoting critical literacy...
2010
This thesis reports on the effectiveness of a program which attempted to synthesize classroom practices informed by critical thinking, critical literacy and critical pedagogy in teaching reading to students who were learning English as a foreign language in a private university, in Bandung, West Java. The study utilized a qualitative research design, taking the characteristics of a case study. The data were obtained from several sources: 1) a teaching phase in which the researcher acted as a teacher, 2) questionnaires which were distributed at the beginning of the program to identify the students’ background in English language and also their basic knowledge in critical reading. The results of the questionnaire were used to determine the sequence of the teaching program and also the approach towards each student during the program, 3) collection of students’ works in various phases of the teaching program, by distributing a set of critical reading questions in every meeting which wa...
EFL teacher educators’ experiences in teaching critical reading: evidence from Indonesia
Journal on English as a Foreign Language
While extensive studies have explored issues of teaching critical reading in English as a foreign language (EFL) classes, there is a paucity of research that examines teacher educators’ conceptions of teaching critical reading in the EFL contexts. To fill the gap, this phenomenological study probes into EFL teacher educators’ experiences in teaching critical reading. It specifically looks at teacher educators’ conceptions of teaching critical reading and how their teaching practices contribute to the development of students’ critical reading skills. Data were generated through in-depth interviews with nine teacher educators in a private university in Malang, Indonesia. Findings suggest that the teacher educators’ conceptions of teaching critical reading, as geared by their lived experiences, involve basic conceptions of teaching critical reading, teaching critical reading from a philosophical lens, and critical thinking empowerment in reading classes. The study also documents that t...
Revista Brasileira de Linguística Aplicada
This paper aims to present a set of principles for the design of critically grounded activities for English classes in regular school settings. Such principles are based on the pillars of critical literacy according to renowned linguists and scholars of the area, as well as pre-established criteria proposed by Richards (2001) and adapted by Rashidi (2011) for critical-pedagogical practice. A brief contextualization will be presented, as well as theoretical foundations for the organization of such criteria. Following this moment, two practical examples, based on the Brazilian context, will be presented in order to demonstrate the applicability of these theories in language classes at regular schools. The directions hereby proposed are aimed at guiding ELT teachers’ reflections as they try to implement critically based activities in their classrooms.
Addressing challenges in the practice of critical literacy in EFL classrooms: A new framework
Indonesian Journal of Applied Linguistics, 2020
The practice of critical literacy in EFL contexts answers the need for EFL pedagogy that considers the complex social and political dimensions of foreign language learning. Many teachers are still discouraged from practicing critical literacy due to the many challenges they encounter. In this paper, we outline a practical framework that can help teachers navigate the complexity of practicing critical literacy in EFL contexts. The framework consists of four resources of critical literacy practice, namely curriculum and standards, students’ experiences and background, local social issues, and text selection. The classroom activities include text analysis and critique, bridging the word and the world, and social action. Particular issues in EFL pedagogy are addressed with implications for the practice of critical literacy.
Critical Literacy in Indonesian EFL Reading Materials
LINGUA: Jurnal Bahasa dan Sastra, 2020
In respond to 21 st century demands, the society needs to acquire certain core skills and competences. In line with the demands, many countries including Indonesia possess more focus on implementing approaches and teaching and learning framework to promote critical thinking and literacy. Critical literacy approach suggests that reading should not only focus on language but also on developing students' critical literacy. Critical literacy encourages students to question, analyze what they read, listen and accept and to reveal various point of views. This paper discusses how critical literacy is integrated in Indonesian EFL reading material, its challenges and opportunities. Based on the literature study, beside its positive impacts of the integration of critical literacy on reading materials, critical literacy in reading has not been implemented immensely yet due to certain reasons.
Implications of Critical Literacy for Language Classroom
The present study is aimed at examining how critical literacy helps the students in using language efficiently and exploring new ways of reading any text. The study focuses on gauging the place of critical literacy at graduate level and also checks the awareness of students and teachers to this productive way of using language. This study also tries to find out about the gap that exists between the objectives of critical literacy in Pakistan and our present curriculum. For this purpose both qualitative and quantitative methods of data collection and analysis were used. Finally it brings the results that in Pakistan curriculum dominantly focuses the structural level of language and does not give students sociopolitical insight. The learning of students is more bookish and does not enable the learners to employ their language skill in understanding the ways of the world.
11.Implications of Critical Literacy for Language Classroom
The present study is aimed at examining how critical literacy helps the students in using language efficiently and exploring new ways of reading any text. The study focuses on gauging the place of critical literacy at graduate level and also checks the awareness of students and teachers to this productive way of using language. This study also tries to find out about the gap that exists between the objectives of critical literacy in Pakistan and our present curriculum. For this purpose both qualitative and quantitative methods of data collection and analysis were used. Finally it brings the results that in Pakistan curriculum dominantly focuses the structural level of language and does not give students sociopolitical insight. The learning of students is more bookish and does not enable the learners to employ their language skill in understanding the ways of the world.
Promoting Critical Literacy in the EFL Context: Implementing a Project to Young Learners
European Journal of Language and Literature
In response to the continually growing demands of this era, the society needs active members who are able to cooperate with each other and show a critical stance in what they read, see, touch, smell or come across. Thus, modern language education should aim at developing critical readers and writers. As a result, the critical literacy programs in which students are turned into active participants of their learning process and accept something after they have already remarked it, are more than necessary in the education of the 21st century. This paper outlines the rational for and the purpose of designing and implementing a thematic pilot project aiming at developing students’ critical literacy in an EFL (English as a foreign language) classroom. This pilot project was implemented to 20 Greek-speaking students of the 5th primary school class (aged 11 years old) who had been learning English for 4 four years. It was initiated with the purpose to provide insights into developing studen...