Exploring Critical Literacy Activities to Promote Students' Adoption of Critical Stances Toward Texts in an EFL Class
ABSTRACT: This paper reports a teaching and action research experience focused on promoting students’ adoption of critical stances toward texts through the implementation of a cycle of Critical Literacy activities. The project was developed with a group of 39 9th grade students in an EFL class at a...
- Autores:
-
Giraldo Narváez, Luz Elena
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2020
- Institución:
- Universidad de Antioquia
- Repositorio:
- Repositorio UdeA
- Idioma:
- eng
- OAI Identifier:
- oai:bibliotecadigital.udea.edu.co:10495/16869
- Acceso en línea:
- http://hdl.handle.net/10495/16869
- Palabra clave:
- Enseñanza de una segunda lengua
Second language instruction
Lengua extranjera
Foreign languages
Práctica pedagógica
Teaching practice
Formación de docentes
Teacher education
Critical thinking
Literacy
Teaching methods
Alfabetización
Método de enseñanza
Pensamiento crítico
Action research
Investigación acción
http://id.loc.gov/authorities/subjects/sh85000722
http://vocabularies.unesco.org/thesaurus/concept3932
http://vocabularies.unesco.org/thesaurus/concept3937
http://vocabularies.unesco.org/thesaurus/concept14127
http://vocabularies.unesco.org/thesaurus/concept9331
http://vocabularies.unesco.org/thesaurus/concept1519
http://vocabularies.unesco.org/thesaurus/concept17110
http://vocabularies.unesco.org/thesaurus/concept83
- Rights
- embargoedAccess
- License
- http://creativecommons.org/licenses/by-nc-nd/2.5/co/
| Summary: | ABSTRACT: This paper reports a teaching and action research experience focused on promoting students’ adoption of critical stances toward texts through the implementation of a cycle of Critical Literacy activities. The project was developed with a group of 39 9th grade students in an EFL class at a public institution in the east of Antioquia, Colombia. As results suggest, most students adopted critical stances toward texts throughout the development of actions, which consisted in the analysis of texts about issues of power, the creation of alternative texts, and the planning of actions in favor of equity. In consequence, most students consciously engaged toward texts, entertained alternate ways of being, took responsibility to inquire, and showed reflection about different patterns of oppression. |
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