Engaging English Language Learners with Critical Global Literacies during the Pull-Out: Instructional Framework

Autor/inn/en	Yol, Özge; Yoon, Bogum
Titel	Engaging English Language Learners with Critical Global Literacies during the Pull-Out: Instructional Framework
Quelle	In: TESOL Journal, 11 (2020) 2, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yol, Özge)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-3533
DOI	10.1002/tesj.470
Schlagwörter	Critical Literacy; English (Second Language); Second Language Learning; Second Language Instruction; Global Approach; Cultural Pluralism; Teaching Methods; Case Studies; Student Attitudes; Middle School Students; Class Activities; English Language Learners; Student Empowerment + Suchen Sie Ihr Suchwort? Kritisches Lesen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Globales Denken; Kulturpluralismus; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Schülerverhalten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Studienberechtigung
Abstract	Critical practices for promoting English language learners' global and multicultural perspectives become more important in this global and interconnected world operating under systems of power, ideology, and hegemony. Grounded in the theoretical framework of critical global literacies and its explicit connection to pedagogy, the purposes of this qualitative case study with three middle school English language learners are (1) to introduce instructional practices to promote critical global literacies in English as a second language (ESL) classrooms and (2) to discuss how English language learners respond to these critical practices in a middle school ESL pull-out setting. This article highlights the findings of the students' engagement through their actual voices and responses to the classroom activities. These findings challenge the preconceived notion that critical practices might be daunting to implement with English language learners. The findings also provide implications and practical suggestions on how to support students' language and literacy learning through the process of empowerment as socially and globally oriented individuals in this ever-changing, interconnected world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01