A Case Study of an EFL Teacher's Critical Literacy Teaching in a Reading Class in Taiwan

Autor/in	Ko, Mei-Yun
Titel	A Case Study of an EFL Teacher's Critical Literacy Teaching in a Reading Class in Taiwan
Quelle	In: Language Teaching Research, 17 (2013) 1, S.91-108 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168812457537
Schlagwörter	Critical Literacy; Reading Instruction; English (Second Language); Foreign Countries; Observation; Language Skills; Ideology; Discussion (Teaching Technique); Second Language Learning; Second Language Instruction; Case Studies; Qualitative Research; Consciousness Raising; Teaching Experience; Interviews; Teaching Methods; Student Attitudes; Majors (Students); Language Teachers; College Faculty; Faculty Development; Taiwan + Suchen Sie Ihr Suchwort? Kritisches Lesen; Leseunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Beobachtung; Language skill; Sprachkompetenz; Ideologie; Zweitsprachenerwerb; Fremdsprachenunterricht; Case study; Fallstudie; Case Study; Qualitative Forschung; Bewusstseinsbildung; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Language teacher; Sprachunterricht; Fakultät
Abstract	This qualitative case study describes in detail a college teacher's experience in teaching critical literacy to English major students in Taiwan. A qualitative analysis of the data collected from classroom observation, class discussion and interviews shows that the teacher struck a balance between language skills teaching and critical literacy teaching. By posing critical questions and having a critical dialogue with students, the teacher helped students to read beyond the text on its literal level and raised their awareness of the subtle workings of ideologies in it. The teacher himself also underwent a change in his professional development, moving from banking pedagogy to empowering pedagogy. However, in taking a critical literacy approach to reading instruction, he encountered some difficulties such as a transmission model of literacy, students' language learning beliefs, and teaching resources. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10