Earticle

초록

영어

Kim, Chan-Bin. “Teaching and Reading Peter Pan Through Four Tasks From Critical Literacy(CL): Centering on Enhancing Students; Interests and Critical Awareness on the Text.” Studies in English Language & Literature. 42.4 (2016): 135-162. This study aims to ascertain the effects of critical literacy(CL), using a qualitative research consisting of four tasks performed on four middle school students. The first purpose of this study is for students to equip the perspectives of CL to discover biases, discriminations, injustice and inequality hidden in J. M. Berrie’s Peter Pan in terms of gender, appearance and power. The second is to demonstrate how beneficial CL is in terms of improving readers’ interests in English texts. To achieve these goals, this study introduces four tasks based on strategies of CL: problem-posing question, switching, alternative texts/pictures and juxtapositioning. Through the four tasks, students can equip critical awareness to reveal biases and discriminations in illustrations and texts. The third purpose of this study is to observe whether students can apply their own enhanced critical awareness to another text to suggest that CL can positively affect students’ reading. By implementing CL-based classes, students can gradually change themselves into active learners and independent readers as partners with the teacher. An increased sense of democracy in a classroom can allow students to overcome biases and discriminations in texts and challenge an author’s intentions with diverse perspectives, not relying on a teacher who is equal to a bank of knowledge. (Korea University)

목차

Abstract
 I. Introduction
 II. Purposes
 III. Theoretical Backgrounds
  3.1 Critical Literacy
  3.2 To Motivate Students to Become Critically Literate
  3.3 Instructional Frameworks we can use to teach about CL
  3.4 Four Tasks from CL Strategies
 IV. Methodology
 V. Procedures of Utilizing the Four Tasks from CL to Challenge Peter Pan
  5.1 The first class: activating students’ critical awareness by problem-posing questions
  5.2 The second class: finding biases toward gender, appearance and power by switching, alternative texts/pictures and juxtapositioning
  5.3 The third class: students’ reflection on the classes
  5.4 The fourth class: the results of a questionnaire
 VI. Conclusion
 Works Cited

키워드

저자

• Chan-Bin Kim [ 김찬빈 | Korea University ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [Studies on English Language & Literature]

• 간기

  계간

• pISSN

  1226-8682

• 수록기간

  1972~2020

• 십진분류

  KDC 840 DDC 820