A case study of an EFL teacher’s critical literacy teaching in a reading class in Taiwan
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Mei-Yun Ko [1]
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[1] National Formosa University
National Formosa University
Douliu City, Taiwán
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- Localización: Language teaching research, ISSN 1362-1688, Vol. 17, Nº. 1, 2013, págs. 91-108
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
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.
