A Study of Critical Literacy Work with Beginning English Language Learners: An Integrated Approach

Autor/in	Lau, Sunny Man-Chu
Titel	A Study of Critical Literacy Work with Beginning English Language Learners: An Integrated Approach
Quelle	In: Critical Inquiry in Language Studies, 10 (2013) 1, S.1-30 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1542-7587
DOI	10.1080/15427587.2013.753841
Schlagwörter	Action Research; Literacy Education; English (Second Language); Foreign Countries; Second Language Learning; Language Skills; Expertise; Critical Literacy; Participatory Research; Middle School Students; Immigrants; Curriculum Development; Acculturation; Classroom Environment; English Language Learners; Canada + Suchen Sie Ihr Suchwort? Projektforschung; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Zweitsprachenerwerb; Language skill; Sprachkompetenz; Expert appraisal; Kritisches Lesen; Forschungstätigkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Immigrant; Immigrantin; Immigranten; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Akkulturation; Klassenklima; Unterrichtsklima; Kanada
Abstract	This article reports some main findings of a year-long participatory action research study of critical literacy (CL) practices with middle school recent immigrant English language learners (ELLs) in Ontario, Canada. The CL program followed an integrated instructional model informed by Cummins' (2001) "Academic Expertise Framework" and Janks' (2010) synthesis model of CL as well as the poststructuralist/feminist advocacy for emotional engagement and self-reflexivity in CL education. The researcher and the teacher collaboratively developed an emergent curriculum based on the ELLs' concerns about discrimination and cultural adjustment. Through these transformative literacy practices, students gained not only language skills but also a sense of efficacy for social change. The research challenges the linear and segregated view of literacy and CL development, and points to the need to position ELLs as competent learners and to structure classroom conditions and practices to facilitate their gradual development as critical language users. (Contains 1 figure, 1 table and 7 footnotes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10