Developing Multiple Perspectives with EFL Learners through Facilitated Dialogue about Images

Autor/in	Brown, Cecilie Waallann
Titel	Developing Multiple Perspectives with EFL Learners through Facilitated Dialogue about Images
Quelle	In: Critical Inquiry in Language Studies, 19 (2022) 3, S.214-236 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brown, Cecilie Waallann)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1542-7587
DOI	10.1080/15427587.2022.2030228
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Perspective Taking; Secondary School Students; Visual Literacy; Dialogs (Language); Student Attitudes; Personal Autonomy; Critical Thinking; Reflection; Socialization; Outcomes of Education; Foreign Countries; Norway + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Zukunftsperspektive; Sekundarschüler; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Dialog; Dialogs; Dialogue; Dialogues; Schülerverhalten; Individuelle Autonomie; Kritisches Denken; Socialisation; Sozialisation; Lernleistung; Schulerfolg; Ausland; Norwegen
Abstract	This article reports on a case study investigating how Norwegian upper secondary EFL learners develop multiple perspectives in facilitated dialogue about images before and after being familiarized with critical visual literacy (CVL) practices. Focus group interviews were conducted with learners before and after a 16-week intervention in which CVL was introduced as an approach to teaching about culture in the English foreign language (EFL) classroom. An in-depth analysis of the interactions during pre-interviews demonstrates how through the dialogue, facilitated by authentic and critical questions, the learners explored several different perspectives, thus expanding the images' meaning-making potential even without any prior CVL instruction. Furthermore, the analysis of the post-interviews shows how the learners display agency in taking up a critical stance when familiarized with CVL practices. These findings suggest that given the right time and space, EFL learners can engage reflectively and critically with images even as a one-off event, but also that engaging in CVL practices over time supports EFL learners to become socialized into critical inquiry, enabling them to take a critical stance more independently. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01