Critical Literacy: Its Awareness and Needs for Teacher Education in EFL context
2
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
Critical thinking is regarded as one of the essential skills for the advanced level of education. Compared to the ‘English change’ agenda in the globe, teacher education for critical literacy(CT) is rarely covered. The purpose of the present study is to look into Korean pre-service English teachers' awareness and perspective toward critical literacy. Four graduate students from the school of education responded with their thoughts and opinions about conducting CT in Korean English classrooms. Semi-structured interview analyses showed participants rarely had knowledge about critical literacy. Despite their hesitation to use CT in class, they know English is a powerful tool to live in Korean society and the CT approach is expected to enable students to express and share their own opinions and have multiple perspectives. However, rigid curriculums, scoring systems, and learners' lower proficiency would be obstacles for teachers when using CT in the classroom. The study concludes that CT starts from raising awareness of various social issues and can empower students to be competent global citizens. The study also emphasizes teacher education for preparing the English change around the globe
Abstract
Critical thinking is regarded as one of the essential skills for the advanced level of education. Compared to the ‘English change’ agenda in the globe, teacher education for critical literacy(CT) is rarely covered. The purpose of the present study is to look into Korean pre-service English teachers' awareness and perspective toward critical literacy. Four graduate students from the school of education responded with their thoughts and opinions about conducting CT in Korean English classrooms. Semi-structured interview analyses showed participants rarely had knowledge about critical literacy. Despite their hesitation to use CT in class, they know English is a powerful tool to live in Korean society and the CT approach is expected to enable students to express and share their own opinions and have multiple perspectives. However, rigid curriculums, scoring systems, and learners' lower proficiency would be obstacles for teachers when using CT in the classroom. The study concludes that CT starts from raising awareness of various social issues and can empower students to be competent global citizens. The study also emphasizes teacher education for preparing the English change around the globe
참고문헌 (25)
- Alford, J, "Learning Language and Critical Literacy: Adolescent ESL Students", Journal of Adolescent & Adult Literacy, 45, pp.238~242 (2001)
- Anderson, G., "Critical Literacy: Politics, Praxis, and the Postmodern", pp.81~104 (1993), State University of New York Press
- Atkinson, D., "A Critical Approach to Critical Thinking in TESOL", TESOL Quarterly, 31(1), pp.71~94 (1997)
- Behrman, H, "Teaching about Language, Power, and Text: A Review of Classroom Practice that Support Critical Literacy", Journal of Adolescent & Adult Literacy, 48, pp.480~488 (2006)
- Benesch, S, "Thinking Critically, Thinking Dialogically", TESOL Quartely, 33(3), pp.573~580 (1999)
- Burns, A, "Teaching English from a Global Perspective", pp.1~18 (2005), TESOL
- Canagarajah, A, "Resisting Teaching Linguistic Imperialism in English Teaching" (1999), Oxford University Press
- Comber, B, "Critical Literacy: A Collection of Articles from the Australian Literacy Educators' Association", pp.90~102 (2001), International Reading Association
- Comber, B., "Negotiating Critical Literacies in the Classroom" (2001), Lawrance Erlbaum Associates
- Floyd, C, "Critical Thinking in a Second Language", Higher Education Research and Development, 30, pp.289~302 (2011)
- Fredricks, L, "A rational for Critical Pedagogy in EFL: The Case of Tajikistan", The Reading Matrix, 7, pp.22~28 (2007)
- Gee, J., "The Social Mind: Language, Ideology, and Social Practice" (1992), Bergin & Garvey
- Hu, G., "Potential Cultural Resistance to Pedagogical Import: The Case of Communicative Language Teaching in China", Language, Culture, and Curriculum, 15, pp.93~105 (2002)
- Janks, H, "Language, Identity and Power" (1993), Wits University Press
- Janks, H., "Domination, Access, Diversity, and Design: A Synthesis for Critical Literacy Education", Educational Review, 52, pp.175~186 (2000)
- Johnston B, "Values in English Language Teaching" (2003), Lawrence Erlbaum
- Lankshear, C, "Changing Literacies" (1997), Open University Press
- Luk, J., "Voice Without Words: Doing Critical Literate Talk in English as a Second Language", TESOL Quarterly, 49(1), pp.67~91 (2015)
- Luke, A, "Critical Literacy in Australia: A Matter of context and Standpoint", Journal of Adolescent & Adult Literacy, 43, pp.448~461 (2000)
- Morgan, B., "Fostering Conceptual Roles for Change: Identity and Agency in ESEA Teacher Preparation", Kritika Kultura, 15 (2010)
- Park, J. S, "Unequal Englishes: The Politics of English Today", pp.59~73 (2015), Palgrave Macmillan
- Paton, M, "Asican Students, Critical Thinking and English as an academic Lingua franca", Analytic Teaching and Philosophical Praxis, 32(1), pp.27~39 (2011)
- Shin, H., "Exploring the Possibilities for EFL Critical Pedagogy in Korea: A Two-part Case Study", Critical Inquiry in Language Studies, 2, pp.113~136 (2005)
- Shor, L, "Critical Literacy in Action", pp.1999, Boyhton
- Wallace, C, "Globalization and Language Teaching", pp.101~114 (2002), Routldge