Earticle

초록

영어

This paper explores an English learning activity designed from the perspective of critical literacy; the activity addressed the exploration of multiple perspectives through a picture book and different learning tasks. In particular, it integrated students’ language learning with their personal experiences. The class consisted of 34 college freshmen, all non-English majors. Two research questions were formulated: 1) How did the students respond to an activity designed from a critical perspective? and 2) How did the students compare their learning in this activity to their prior experience? Data included classroom observations, students’ artifacts and assignments, their reflection papers, and follow-up interviews with students. The present study found that this activity led students to assume the role of social agents. They developed a critical stance, investigated multiple perspectives, and re-examined their familiar world. In addition, adopting the role of language learners, students formed critical responses to the activity; three themes recurred with regard to classroom materials, topics, and tasks. To sum up, this research suggests that critical literacy merits more attention and implementation in Taiwan if we hope to help students cultivate a critical competence in addition to the traditional four language skills.

목차

Abstract
 Introduction
 Literature Review
 Methodology
  Setting and Participants
  Data Collection
  Data Analysis
  Description of the Multiple Perspective Activity
 Findings and Analysis
  A Critical Social Practice in the Classroom
  Materials, Issues, and Students
 Conclusion and Recommendations
 References
 Appendix

키워드

저자

• Jun-min Kuo [ Tunghai University, Taiwan ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  The Journal of AsiaTEFL

• 간기

  계간

• pISSN

  1738-3102

• eISSN

  2466-1511

• 수록기간

  2004~2026

• 등재여부

  SCOPUS,KCI 등재

• 십진분류

  KDC 740 DDC 420