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"You used 'elle,' so now you're a girl": Discursive possibilities for a non-binary teenager in French class
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In: L2 Journal, vol 14, iss 3 (2022)
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A “Hands-On” Approach to Raise Awareness of Technologies: A Pilot Class and its Lessons
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In: L2 Journal, vol 14, iss 1 (2022)
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How do L2 student moderators facilitate a peer-led discussion forum?
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Investigating a shift in instructional approach in second language listening pedagogy at a university-based intensive English program
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Supporting data for “Chinese University English Majors' Foreign Language Anxiety: Its Component Elements, Variation across Classroom and Online Learning Settings, and Relations to Motivation” ...
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Supporting data for “Chinese University English Majors' Foreign Language Anxiety: Its Component Elements, Variation across Classroom and Online Learning Settings, and Relations to Motivation” ...
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Building a reading culture among Grade 12 learners in an EFAL classroom: the case of one High School in King William's Town education district ...
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Building a reading culture among Grade 12 learners in an EFAL classroom: the case of one High School in King William's Town education district ...
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Ensino de Inglês em Franquias: um olhar educacional sobre os dados, informações e conhecimentos advindos de outra área de conhecimento ...
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Ensino de Inglês em Franquias: um olhar educacional sobre os dados, informações e conhecimentos advindos de outra área de conhecimento ...
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| 11 |
Fundamentals of Language and Language Learning: A Collaborative Initiative for the Implementation of a Common Online Language Training Component in the First-Year Language Curriculum
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| 12 |
TOWARDS CRITICAL LITERACY IN KOREAN HIGH SCHOOL EFL CLASSROOMS: NARRATIVE INQUIRY INTO TEACHER EMOTIONS AND THE USE OF CRITICAL MATERIALS
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Abstract:
This dissertation explores the emotional landscapes of two Korean high school English as a foreign language (EFL) as they begin to incorporate critical literacy practices into their regular high school EFL instruction. Critical literacy focuses on the connection between literacy and power by giving literacy a socio-political dimension (Janks, 2010, 2013). Language teachers are encouraged to help their students achieve a deeper understanding of texts by discussing how power dynamics influence everyday life, engaging in active analysis of the text, and offering strategies for uncovering the underlying messages within texts (Luke, 2012). In the critical classroom, language teachers are no longer the sole source of authority or knowledge, and students take on the role of active agents who co-construct knowledge with their peers and teachers to transform their reality in a way that allows them to read both the ‘word’ and the ‘world’ (Freire & Macedo, 1987). This learning process is indispensable for cultivating mature democratic citizens who have creative and critical minds endowed with the profound empathy to change both their own lives and the world around them. Attempting to use critical literacy materials, however, can pose a number of challenges for teachers in Korean high school EFL classrooms given the country’s test-oriented and top-down educational system. For successful implementation of critical literacy in this context, it is important to develop an understanding of teacher emotions because knowing how teachers feel is essential to understanding their teacher identities and instructional practices (Benesch, 2012; Zembylas, 2013). To investigate teacher emotions, I draw on narrative inquiry framework and triangulate data from longitudinal teacher narratives (collected before, during, and after the implementation of critical materials), audio-recorded classroom interactions (collected over the course of a semester), student surveys, and official school documents. The findings show that the teachers experienced a range of emotions, both positive and negative. While they initially reported having negative emotions such as resistance, uncertainty, lack of confidence, and even bodily discomfort (e.g., ‘sweat on the back’), these negative emotions were changed into positive ones through emotional engagement with critical literacy practices as the teachers co-constructed knowledge with their students. The teachers used critical literacy as a mediation tool to overcome the dissonance between their beliefs and actual teaching practices, which in turn led to the formation of renewed, empowered, and legitimate teacher identities. This study provides teacher narratives and descriptions of classroom-based interactions for use in critical language teacher education, a discussion of pedagogical implications for critical materials development, and recommendations for a paradigm shift towards critical literacy in test-oriented Korean high school EFL classrooms and similar contexts. ; Ph.D.
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Keyword:
critical literacy; critical pedagogy; English as a second language; high school EFL; materials; narrative inquiry; Pedagogy; Secondary education; teacher emotions
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URL: http://hdl.handle.net/10125/81667
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| 13 |
Fulfilling a wish list: Creating an OER beginning Spanish textbook and curriculum
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Ceciliano, Jenny; Notman, Lisa. - : University of Hawaii National Foreign Language Resource Center, 2021. : (co-sponsored by American Association of University of Supervisors and Coordinators; Center for Advanced Research on Language Acquisition; Center for Educational Reources in Culture, Language, and Literacy; Center for Open Educational Resources and Language Learning; Open Language Resource Center; Second Language Teaching and Resource Center), 2021
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| 14 |
Facilitating agency and engagement : visual methodologies and pedagogical interventions for working with culturally and linguistically diverse young people
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Application of Genre and the Harkness Pedagogy for the Advanced Development of Writing Skills in Spanish in Foreign Language Courses
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| 16 |
Theories on the Pedagogy of ASLA (Accelerated Second Language Acquisition): A Piikuni Student Approach
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In: Graduate Student Theses, Dissertations, & Professional Papers (2021)
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| 17 |
English as a Medium of Instruction in English-as-a-Foreign-Language Primary Schools in Vietnam: Policies and Implementation
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Fundamentals of Language and Language Learning: A Collaborative Initiative for the Implementation of a Common Online Language Training Component in the First-Year Language Curriculum
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In: Nouvelle Revue Synergies Canada; No. 14 (2021): From in-person to distance: Rethinking language learning in a new environment ; Nouvelle Revue Synergies Canada; No. 14 (2021): Du présentiel à la distance : repenser l’apprentissage des langues dans un nouvel environnement ; 2292-2261 (2021)
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| 19 |
Critical Pedagogy and L2 Education in the Hemispheric South
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In: L2 Journal, vol 12, iss 2 (2020)
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“I CAN’T BELIEVE CLASS IS OVER ALREADY!”: A STUDY OF HOW LANGUAGE-CLASS ACTIVITIES GENERATE FLOW ...
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