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Search Results: 1 - 10 of 5488 matches for " Critical literacy "
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Learning Critical Literacy in ESL Classrooms  [PDF]
Guangtian Zhang
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.612131
Abstract: In this present article, I intend to interpret and argue that Critical Literacy or Critical Language Awareness is a meaningful concept for ESL learners to transparently understand and English educators need to apply it in their daily educational practices. Through reviewing the relevant literatures, the theoretical knowledge of Critical Literacy is introduced at first. The second part concentrates on explaining the importance of implementing Critical Literacy in the instruction of ESL. Finally, rooted in former researchers’ findings and argumentations, I elaborate on the analysis of the predictable difficulties and barriers about the cultivation of Critical Literacy for both native and non-native English speakers. In a meanwhile, some suggestive strategies are provided respectfully so as to assist ESL instructors to cope with these problems at the practical stage.
La alfabetización crítica: Conceptualización de las competencias y estrategias de lectura crítica
Serrano de Moreno,Stella;
Letras , 2008,
Abstract: increasing awareness of the value of critical comprehension in the field of various disciplines and in the social context allows us to examine, from a socio-cultural view, the significance of a critical reading practice in today?s post-modern culture. therefore, this work aims at: a) approaching theoretical aspects of critical literacy in its basic assumptions; b) defining and characterizing critical reading and conceptual aspects related to the competences that the critical reader should develop, as well as those strategies required for him/her to successfully approach a diversity of written discourses that will allow him/her to grow sensitive to the democratic values of justice and equality. we hope to contribute to a new view of a curriculum where reading and writing become part of the learners? lives and influence on their formation as citizens.
Letramento crítico e ensino comunicativo: lacunas e interse??es
Mattos, Andréa Machado de Almeida;Valério, Kátia Modesto;
Revista Brasileira de Linguística Aplicada , 2010, DOI: 10.1590/S1984-63982010000100008
Abstract: the objective of this paper is to foster reflections on the similarities and differences between the communicative approach, a well-known method for english language teaching in brazil, and critical literacy, the latest suggestion made by the new orienta??es curriculares para o ensino médio (ocem). first, we will address the theoretical traditions that give origin to the two teaching approaches, explaining their main concepts. then, we will discuss the similarities between the two approaches, as well as their main differences. we claim that the two teaching approaches, however different in their proposals, are not incompatible, but complementary. finally, we suggest an example of an integrated activity that aims to reconcile the objectives of the two approaches.
Identidades sociais, letramento visual e letramento crítico: imagens na mídia acerca de ra?a/etnia
Ferreira, Aparecida de Jesus;
Trabalhos em Linguística Aplicada , 2012, DOI: 10.1590/S0103-18132012000100010
Abstract: this article aims to analyse the representation of social identities of race and ethnicity that underlie the image published in 2005 in the newspaper folha de s?opaulo. to put the issue of social identity of race and ethnicity in brazil in context, i reflect on the question of identity and classification of colour/race/ethnicity. in this article, i propose a learning activity using the references of visual literacy and critical literacy (bamford, 2009; browett, 2009; lankshear, 2002). i conclude that images published in the media are tools that we can use as a form of critical literacy and thereby contribute to a reading that enables the formation of critical citizens.
Measuring Media Literacy in a National Context: Challenges of Definition, Method and Implementation
Monica E. Bulger
Medijske Studije , 2012,
Abstract: General consensus among policymakers and academics is that media literacy is the ability to access, analyse, and evaluate media in multiple forms and communicate competently within these forms. Yet this seemingly straightforward definition presents methodological challenges in measurement, especially within a national context. Conceptually, approaches to measuring media literacy are often broadly inclusive, without necessarily considering how media literacy is enacted or identifying specific examples of media literate actors within daily contexts. Logistically, indicators are often defined in terms of existing data or data that can be easily collected, rather than choosing stronger measures identified through empirical research. This article examines the methodological challenges associated with measuring national levels of media literacy using the recent Testing and Refining Criteria to Assess Media Literacy Levels in All EU Member States as a case study. The article concludes by recommending more focused measures that account for practices, contexts, and shifting policy priorities.
Examining Media Literacy Levels of Prospective Teachers
Task?n INAN,Turan Temur
International Electronic Journal of Elementary Education , 2012,
Abstract: As in many other countries, following the 2007-2008 education year when media literacy courses began to be included in the curricula, media literacy has become one of the discussion topics among educators and decision makers in Turkey. Discussion topics related to media literacy have included who is going to give the media literacy courses, what qualifications will be sought out in media literacy education teachers, what will be included in the media literacy curriculum in terms of its content, and at what level the media literacy course will be given. The current study which aims to examine media literacy levels of prospective teachers utilized thesurvey method. The sample of the study included prospective teachers (480) attending Elementary School Education, Social Studies Education and Turkish Language Education departments in the Education Faculty at the Dumlupinar University in the 2008-2009 education year. The results of the study showed that prospective teachers have a low level of reaction to media messages, do not educate people around enough about the effects of media, but make use of different sources of media to gain information, and are cognizant of media literacy.
"Lo agarraron y lo echaron pa'tras": Discussing Critical Social Issues with Young Latinas
Colombian Applied Linguistics Journal , 2010,
Abstract: the avenue for enacting a critical literacy curriculum in this primary bilingual classroom was through literature discussions about critical social issues that impacted the children's lives. these discussions provided the children the space to discuss and question social issues that were significant to them and with which they identified. the analysis explored the responses of two young latinas and demonstrated that these young latinas did indeed think seriously about the critical social issues raised in the books discussed. they connected the books to their lives through the stories they told and shared their experiences as they sought to make meaning from the books and the issues raised. children like the young latinas in this study need a critical literacy curriculum that helps them contest social inequities in which they may be living and challenges them to think beyond the book and make connections to their lived experiences.
Exploring Children's Cultural Perceptions through Tasks Based on Films in an Afterschool Program
Mojica,Claudia P.;
Colombian Applied Linguistics Journal , 2007,
Abstract: this is a report on a finished research project that explores the cultural perceptions of children through tasks based on films in an english after-school program. this qualitative case study was carried out at a private school in bogotá and it fostered students' active participation in the development of the classes and explored their cultural perceptions. the data collected revealed that this process of construction of the concept of culture was built by the learners from the different types of knowledge about the world, the practices, and the artifacts embedded in the community. as for the cultural perceptions that emerged in the data, these corresponded to the interpretations of students' world and life experience.
Práticas de letramento crítico na forma??o de professores de línguas estrangeiras
Costa, Elzimar Goettenauer de Marins;
Revista Brasileira de Linguística Aplicada , 2012, DOI: 10.1590/S1984-63982012000400012
Abstract: the ministry of education has been investing on measures which attempt at guiding regular school teaching, taking into account academic studies developed in the teaching and learning area as well as the socio-cultural changes generated by globalization and technological advances. in spite of that, it is observed that there is a gap between the conceptions of education and language matters in the national curricular parameters (pcn), the curricular guidance for secondary school (ocem) and other initiatives, such as the national plan for didactic books (pnld), for example, and its implementation in primary education. in the path to be followed towards diminishing this gap, a crucial issue is raised: the theoretical-methodological conceptions which set up the referred initiatives must reverberate meaningfully in initial and continuing education in order for them to do so in the performance of teachers in regular school classrooms too. therefore, starting from this assumption, this article aims at discussing the dilemmas and the implications of the incorporation of critical literacy practices in the initial education of foreign language teachers.
Aprender a Ler o Mundo. Adapta??o do método de Paulo Freire na alfabetiza??o de crian?as
Leite,Olivia S.L.; Duarte,José B.;
Revista Lusófona de Educa??o , 2007,
Abstract: visiting schools as pedagogic supervisor, the researcher noticed the recovery classes on literacy were just a continuity of the regular classes and, in an attempt to look for solutions to alphabetize the illiterate children, she planed a research-action based in freire’s critical pedagogy led by her as a teacher in a school of 218 pupils, the researcher chose 14, officially situated in advanced forms but, in fact, illiterate, and invited them to a special class, where, for 48 hours and twice a week, four hours each time, she tried to teach them how to read and write. the activities were preceded by intense dialogue between students and the researcher-teacher, recognizing the fundamental importance of the orality in the practice of the literacy. but, that oral participation allowed to know the themes of the actual life of the learners, and the corresponding “generative words” in order to enhance their critical consciousness, as freire proposes.
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