The presentation is about a book chapter that discusses teaching critical reading . the book title is:. Principles and ractices for Teaching English as an International Language.
Principles and Practices for Teaching English as an International Language: Teaching Critical Reading
1. PRINCIPLES AND PRACTICES FOR
TEACHING ENGLISH AS AN INTERNATIONAL
LANGUAGE: TEACHING CRITICAL READING
(CHAPTER 15)
CATHERINE WALLACE
In Alsagoff, L., McKay, S. L., Hu, G, & Renandy, W. A. (Eds). (2012).
Principles and ractices for Teaching English as an International Language.
New York, NY: Routledge.
Presented By: Entisar Elsherif
2. The chapter examines the role of critical
reading in the teaching of English for the
global age.
What is critical reading pedagogy?
Why teach critical reading?
How to teach critical reading?
3. WHAT IS CRITICAL READING PEDAGOGY?
Critical reading pedagogy, … , centers around the
texts and discourses which embody .. global events
and phenomena [such as immigration or supply of
global resources]. Because critical reading aims to
challenge conventional choices of texts for teaching
and ways of reading which privilege the center-based
native speaker, it has particular resonance for the
teaching of English internationally, where both texts
and readers are coming from a range of different
perspectives and where learners have different
needs, knowledge, and cultural assumptions.
(p. 262 – 263)
4. TRADITIONAL PRACTICES & PRINCIPLES IN
TEACHING READING
An Incremental view
Skills and strategies
The strategic reader
The sociocultural challenge
Social practices and social roles
A social view of text: genre
5. PRACTICES & PRINCIPLES IN TEACHING
READING IN INTERNATIONAL CONTEXTS
Reading as a sociocultural, interpretive
process: identity, disposition, and stance.
Reading becomes more a matter of
interpretation than comprehension
A useful bridge into a conceptualization of
what is meant by the critical reader
6. Reading as a sociocultural, interpretive
process: identity, disposition, and stance.
Reader identity allegiances, linked to gender
, nation, social class, or religion, come into
play both what we opt to read in the first
place and how we process text.
Disposition will be affected by factors such as
personal taste, life experiences, and cultural
expectations
We take up a stance to the particular text we
are faced with
7. Critical reading involves drawing on a set of
identities and dispositions which come into
play as we adopt a stance to the text which
confronts us.
8. WHAT WE MEAN BY CRITICAL?
Different understandings of “critical”:
addressing the logical coherence of texts and
the credibility of argument
Considering texts from a perspective of
power, drawing on a discourse view of
reading
challenging existing views of the relationship
between the self and “the other”
Taking a position of resistance
9. TOOLS FOR CRITICAL READING
A Freirean Perspective
Reading the word as “reading the world”
Image, visual, or key word act as triggers or
prompts to explore aspects of reality
Enhance reflexivity, especially around social
justice
Empowering community techniques
REFLECT
Texts as codes that problematize aspects of
social life
10. TOOLS FOR CRITICAL READING
A Critical Discourse Analysis Perspective
Provides some tools to dig deeper into texts
Answers: how can texts be taught as
discourses?
Grammatical choices reveal discourse
choices that link to wider ideological
tendencies
The process of noticing language choice and
of making metalinguistic judgments allows L2
students to exercise both knowledge of
grammar and their own critical judgment
11. WHY TEACH CRITICAL READING?
The position of English as the world’s major
language for the foreseeable future means
that it becomes more important to teach
English language learners to read critically.
The consequence of commercial domination
online English medium print media is a need
to alert students to the option of resistance to
powerful and pervasive texts.
12. CRITICAL READING PEDAGOGY AT BEGINNER
LEVEL
Explore uses of English, both written and
spoken, in their environment.
Use a critical orientation through activities
around fiction and non-fiction texts which
highlight the way in which gender stereotypes
are presented in texts.
Use simple texts or visual to generate key
words, in the Freirean spirit of encouraging
learners to read the world through reflecting on
key words which represent aspects of their
experience.
13. CRITICAL READING PEDAGOGY AT BEGINNER
LEVEL
Encourage students to be aware of the intended
readership of texts and how it varies in different
cultural contexts by ask them to bring into class
a range of text genres, such as newspapers,
and answering the following questions:
1. who is the producer of the texts?
2. For whom are they produced?
3. why have they been produced?
4. Is this type of text of relevance or interest
to
you?
15. CRITICAL PRE-READING ACTIVITIES
Students pose their own questions of a text,
after a quick survey of the text and its
context.
Students consider the range of discourses
available to describe the issue in hand.
Intercultural pre-reading activities can
encourage learners to reflect on how
universal phenomenon and accompanying
discourses are differently inflected across
different cultural settings.
16. CRITICAL WHILE-READING ACTIVITIES
Use graphs, grids, tables, or images to help
students reconstruct the text by reflection as
a starting point
Students can identify parralel discourses in
some texts.
Critical cloze or gap filling activities involve
students actively thinking of how changing
the choice of words, particularly their
connotative value, will impact the overall
effect.
17. CRITICAL POST-READING ACTIVITIES
Revisiting the text by rewriting it from another
point of view
Students can be asked to collect texts on the
same theme but written from a different
perspective for a different context and
readership.
students might be presented with post-reading
activities which highlight different features of
contrasting versions of stories of sexism or
racism.
18. CONCLUSION
There are no easy steps to critical pedagogy
A critical reading pedagogy has the potential
to support L2 learners’ access to the global
debate of the age by planning critical
consciousness raising activities which
involve simple observations of literacy
practices and discourse tendencies in texts
