Critical Literacy and Second Language Learning discusses two major approaches to critical teaching of English to speakers of other languages (TESOL): critical pedagogy and critical text analysis. Critical pedagogy focuses on empowering students and transforming unequal social relations through dialogue and curriculum focused on learners' experiences. Critical text analysis examines how power relations are represented in various texts and media to develop students' ability to critique and produce alternative texts. The document outlines the development of these approaches and their goals of promoting educational equity and inclusion for linguistic and cultural minorities.
Major distinctions:
Difference between first and second language
Difference between acquisition and learning
Difference between explicit and implicit learning
Difference between second and foreign language
Spolsky's Model of Language Learning
Description of the subsystems of language and how teachers can draw on their knowledge of language and its subsystems to support ELs in their acquisition of language
Major distinctions:
Difference between first and second language
Difference between acquisition and learning
Difference between explicit and implicit learning
Difference between second and foreign language
Spolsky's Model of Language Learning
Description of the subsystems of language and how teachers can draw on their knowledge of language and its subsystems to support ELs in their acquisition of language
MOTHER TONGUE INFLUENCE ON ENGLISH LANGUAGE LEARNING SRJIS
Language is a method of communicating ideas, emotions and desires by means of a system of arbitrarily produced symbols for physiological as well as psychological survival. In a multilingual Indian Society, where English acts as a second language, our aim of teaching English is not to develop British or American accent but to help the learners to overcome regional accents, wrong pronunciation and gradually train them in proper articulation. The aim of this article is to discuss the mother tongue influence in the process of English Language learning and how a teacher can help to overcome some of the problem encountered by an Indian learner of English as well as to improve his/her communicative competence.
World Englishes and Second Language AcquisitionCharlotte Jones
This presentation examines English as a Lingua Franca (ELF), English as an International Language (EIL), and World Englishes (WE) as a challenge for Second Language Acquisition (SLA).
The Effects of Two Languages in One Mind: First Language AttritionMattia Zingaretti
An introduction to the phenomenon of first language attrition with interactive materials, literature findings and useful resources for students and researchers. This is an Open Educational Resource (OER) co-created by Roberta Spelorzi and Mattia Zingaretti, PhD Researchers at the University of Edinburgh. This OER is licensed under Creative Commons Attribution-ShareAlike, allowing viewers to download, use and make changes to the materials, providing attribution to the authors and distributing the content under the same license as the original.
Critical Language Awareness commonly described CLA is a prerequisite technique to Critical Discourse Analysis. CLA is primarily an understanding that makes us competent socially, politically, ideologically and among various discourses and contexts of different linguistic variations.
FCDA of dua e reem
Feminist critical discourse Analysis of Dua e reem
lyrics of Dua e Reem
TRANSLATION of Dua e Reem
PRAYER OF BRIDE
TRANSLITRATION OF DUA E REEM
ANALYSIS of Dua e Reem
ANALYSIS of Dua e Reem
Linguistics Research Proposal – Vocabulary Learning StrategiesDavid Thompson
Research proposal: The proposal must comprise the following sections: (Please the word count should be around between 2000 to 2100 max)
Research tittle: Exploring EFL learners’ vocabulary learning strategies
Literature review: According to the submitted references
Statement of purpose: According to research questions/ (This is should be written by the writer)
Description of the methods: The most important thing is that, the methodology should be based on building 30 questions (questionnaire) / The rest should be written by the writer.
Detailed description about how to find participants
The participants should be picked randomly but all of them should be EFL learners, the age between 18 to 30 and the number will be around 70 participants between male and female
List of references: Should be written with APA format
Note: If the writer want to add any section like study limitation this is should be welcome. Regarding the references, most of the following references are just suggested by the researcher and the main source which is AlSaif, A. (2011) will be with the attachments.
MOTHER TONGUE INFLUENCE ON ENGLISH LANGUAGE LEARNING SRJIS
Language is a method of communicating ideas, emotions and desires by means of a system of arbitrarily produced symbols for physiological as well as psychological survival. In a multilingual Indian Society, where English acts as a second language, our aim of teaching English is not to develop British or American accent but to help the learners to overcome regional accents, wrong pronunciation and gradually train them in proper articulation. The aim of this article is to discuss the mother tongue influence in the process of English Language learning and how a teacher can help to overcome some of the problem encountered by an Indian learner of English as well as to improve his/her communicative competence.
World Englishes and Second Language AcquisitionCharlotte Jones
This presentation examines English as a Lingua Franca (ELF), English as an International Language (EIL), and World Englishes (WE) as a challenge for Second Language Acquisition (SLA).
The Effects of Two Languages in One Mind: First Language AttritionMattia Zingaretti
An introduction to the phenomenon of first language attrition with interactive materials, literature findings and useful resources for students and researchers. This is an Open Educational Resource (OER) co-created by Roberta Spelorzi and Mattia Zingaretti, PhD Researchers at the University of Edinburgh. This OER is licensed under Creative Commons Attribution-ShareAlike, allowing viewers to download, use and make changes to the materials, providing attribution to the authors and distributing the content under the same license as the original.
Critical Language Awareness commonly described CLA is a prerequisite technique to Critical Discourse Analysis. CLA is primarily an understanding that makes us competent socially, politically, ideologically and among various discourses and contexts of different linguistic variations.
FCDA of dua e reem
Feminist critical discourse Analysis of Dua e reem
lyrics of Dua e Reem
TRANSLATION of Dua e Reem
PRAYER OF BRIDE
TRANSLITRATION OF DUA E REEM
ANALYSIS of Dua e Reem
ANALYSIS of Dua e Reem
Linguistics Research Proposal – Vocabulary Learning StrategiesDavid Thompson
Research proposal: The proposal must comprise the following sections: (Please the word count should be around between 2000 to 2100 max)
Research tittle: Exploring EFL learners’ vocabulary learning strategies
Literature review: According to the submitted references
Statement of purpose: According to research questions/ (This is should be written by the writer)
Description of the methods: The most important thing is that, the methodology should be based on building 30 questions (questionnaire) / The rest should be written by the writer.
Detailed description about how to find participants
The participants should be picked randomly but all of them should be EFL learners, the age between 18 to 30 and the number will be around 70 participants between male and female
List of references: Should be written with APA format
Note: If the writer want to add any section like study limitation this is should be welcome. Regarding the references, most of the following references are just suggested by the researcher and the main source which is AlSaif, A. (2011) will be with the attachments.
Thesis Summary by Amir Hamid Forough Ameri
The Relationship Between Extraversion/Introversion
and Iranian EFL Learners’
Language Learning Strategy Preferences
This book asks us to think about the power of words, the power of language attitudes, and the power of language policies as they play out in our
educational and political institutions. Written with pre-service teachers and
practicing teachers in mind, the book addresses how teachers can alert students to the realities of language and power so that existing language doctrine based on false assumptions and faulty logic is not perpetuated
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Critical literacy and second language learning luke and dooley
1. Critical Literacy and Second
Language Learning
Allan Luke and Karen Dooley
By: Amirhamid Forough Ameri
ahfameri@gmail.com
March 2016
1
2. Outline
Introduction
Language Policy and Ideologies
Educational Equality for Linguistic and Cultural Minorities
Critical Pedagogy Approaches
Text Analytic Approaches
Towards Critical Literacies
2
3. Introduction
Definition:
Critical literacy is the use of texts to analyse and transform relations of cultural,
social and political power
It addresses social, economic and cultural injustice and inequality.
Goals:
Equitable development and acquisition of language and literacy by marginalized
communities and students, and
the use of texts in a range of communications media to analyse, critique, represent
and alter inequitable knowledge structures and social relations of school and society.
3
4. Introduction
Since the 1980s, educators derive a common principle from Paulo Freire (1972): that
language teaching and learning is an act of political and cultural power with
substantive material and social consequences and possibilities for learners and their
communities.
The purpose of literacy as a human capacity is a will towards freedom, equality and
emancipation.
“Literacy”:
traditionally refers to mastery of capabilities in reading and writing print text.
With the rapid expansion of new modes of information technology, visual, aural and
digital multimodal texts are also included.
4
5. Introduction
Critical literacy approaches view texts and their codes and discourses as human
technologies for representing and reshaping possible worlds.
Critical approaches begin by culturally and historically situating languages and
discourses, texts, their authors and readers
Texts operate in identifiable social, cultural and political contexts.
The aim is to develop learners capable of critiquing and making texts in their cultural
and community interests.
5
6. Introduction
In TESOL, critical approaches have been informed by sociological, ethnographic and
applied linguistics research on language policy. This includes:
ongoing work on the international spread of English,
research on the social and political implications of language education and
on educational equity for linguistic and cultural minorities
A shift
from the search for cognitive and psycholinguistic theories of language acquisition and
use,
to a sociological, sociocultural and critical linguistic analysis of how language and texts
figure in social power and inequality, agency and identity.
Two major approaches to critical TESOL: critical pedagogy and critical text analysis
6
7. Language Policy and Ideologies
In the postwar period, a technocratic approach to policy treated language as a scientific,
technical and ideologically neutral phenomenon.
The expansion of linguistic competence in a dominant lingua franca was defined in
terms of:
the causal development of human capital,
the expansion of scientific/technical capacity, and
social and economic advancement
Problem: Technocratic models of language policy did not adequately address complex
local histories of colonialism and issues of neo-colonial economic and social conflict
(Lin & Martin, 2005).
7
8. Language Policy and Ideologies
Language ideologies are social class, locational and ethnocentric beliefs about the value
and power of specific languages, deployed and shaped in everyday language use
(Kumaravadivelu, 2006).
Hegemonic language policies set the conditions for “linguicism.”
Exclusionary discrimination on the basis of language
in access to power and resources.
Solution: Schooling a major contributor to first language, vernacular and regional
minority language loss.
The international spread of English via Western curriculum and teaching methods is a
form of “linguistic imperialism”, generating inequality.
8
9. Language Policy and Ideologies
Cause: increased and diversified migration to English-speaking countries in recent
decades has led to a reassertion of monolingualism in education.
Consequences:
A renewed emphasis on standard English in UK education
Continued Official English and anti-bilingual activism in the US and
A resurgence of English-only policies for Native North Americans and elsewhere.
Critics of exclusionary language policies have called for
multilingualism, translation and exchange, while increasing non-elite access to
English, languages, discourses and registers.
the recognition of students’ voices and identities,
First and vernacular language rights.
9
10. Educational Equality for Linguistic and Cultural
Minorities
A second driving force for critical approaches to TESOL has been inequitable schooling
for migrants, refugees and other linguistic minorities.
TESOL developed as a field in the context of postwar immigration to the US, UK,
Canada and other English-speaking countries.
TESOL aims:
the assimilation of minority speakers into mainstream cultures and economies.
a key educational strategy for equality of educational opportunity, access and
participation for linguistic and cultural minorities.
10
11. Educational Equality for Linguistic and Cultural
Minorities
Structural discrimination in schools works through streaming and tracking,
linguistically and culturally-biased assessment and homework assignments that assume
access to material, discourse and social resources of mainstream education.
At the classroom level, a key mechanism of linguistic discrimination is the
“misrecognition” of students’ linguistic competence and cultural resources.
The actual imposition of English generates the conditions for a “paperthin hegemony”.
Canagarajah’s (1993) ethnography of learning and teaching in a Sri Lankan
classroom focuses on the complex classroom dynamics of cultural/linguistic power.
Identities are “multiple, negotiated, and evolving” involving the dynamics of resistance
and contestation.
11
12. Educational Equality for Linguistic and Cultural
Minorities
Resistance and hybrid identities can sometimes be found in “third spaces” in and outside
the classroom—e.g., in use of first language for peer relations, codeswitching, private
asides, vernacular emails, and graffiti in textbooks.
Mainstream schooling, then, creates a site for contestation over language and cultural
resources with tensions between
mainstream second language and first language,
institutional structure and learner agency,
linguistic/cultural reproduction and student resistance.
Critical approaches to TESOL attempt to shift the balance of conventional
TESOL, focusing on the enfranchisement of the lifeworlds and voices of students’
communities and cultures and a direct engagement with codes and texts of power.
12
13. Critical Pedagogy Approaches
Paulo Freire’s seminal work on critical education has been extended to “critical pedagogy”.
Freire’s work draws from Marx a classical view of ideology:
That ruling-class ideology dominates what counts as school knowledge and ideology.
Approaches to literacy are expressions of dominant ideology,
Succeed in creating a literacy that is principally receptive,
Involved in the passive transmission, decoding and reproduction of dominant and
distorted views of the world.
The alternative is to begin from learners’ key problems, world views, in effect turning
them into teachers and inventors of the curriculum.
This entails an agentive “renaming” of the world, a decoding and recoding of meaning.
13
14. Critical Pedagogy Approaches
In Brazil, Venezuala, Mexico, South Africa and elsewhere, the analysis of the effects of
colonialism, imperialism, class division, multinational corporatism and unequal
economic relations is a principal theme of literacy instruction.
In such a setting traditional authority and epistemic knowledge relations of teachers and
student are shifted:
Learners become teachers of their everyday understandings and experiences, and
teachers become learners of these same contexts.
In school classrooms, dialogic pedagogy might entail establishing student voice and
democratic conditions for authentic exchange around issues of moral, social and
cultural significance.
14
15. Critical Pedagogy Approaches
These approaches have also extended to include a focus on critical “media literacy”, the
analysis of popular cultural texts including advertising, news, broadcast media and the
internet.
Recently, some principles have been proposed for promoting activism about local
issues through English language studies in non-English-speaking countries (Akbari, 2008).
In the 1990s, feminist scholars argued that critical pedagogy did not adequately consider
issues of epistemic and gendered standpoint.
In everyday practice, there is a parallel risk of pedagogic imposition given the
complex forms of gendered and raced voice and power, identity.
15
16. Critical Pedagogy Approaches
A parallel development drawing upon postcolonial and critical race theory has been a
renewed stress on issues of “voice” in the classroom.
American approaches to critical literacy have developed a strong focus on the “politics
of voice”, on building interaction and textual focus around the distinctive cultural
histories, identities and contexts faced by groups marginalized based on difference of
gender, language, culture and race, and sexual orientation.
The aim is to give voice to ESL students historically silenced, and to encourage the
formation of new social identities.
The assumption is that these can be translated into forms of self-determination, agency
and social movement.
16
17. Text Analytic Approaches
Research on the social contexts of literacy shows the cultural, social,… complexity in
the development and acquisition of literacy. This raises two challenges for critical
pedagogy.
First, it is largely synchronic,
Second, it lacks specificity in terms of how teachers and students can engage with
the specialized and complex structures of texts.
A major critique of critical pedagogy was that it overlooked the pressing need for
students to master a range of textual genres that constitute powerful
understandings of the physical world.
Equitable access to how texts work, an essential component to redistributive justice,
cannot be achieved through an exclusive focus on “voice” or ideology critique.
17
18. Text Analytic Approaches
Genre approaches, then, argue for explicit instruction, direct access and conscious
control over “Secret English” and “genres of power”.
Genre models have had a significant impact on TESOL in Australia and the UK.
The emphasis on scaffolded, explicit instruction in dominant texts has been
augmented with a focus on “critical language awareness” (Fairclough, 1989).
The adoption of critical discourse analysis (CDA) (Fairclough & Wodak, 1997/2004)
for pedagogic purposes has been a central move in the development of text analytic
approaches.
CDA is committed to social change through human agency in the use of language
(Janks, 1999, 2009).
18
19. Text Analytic Approaches
CDA begins from systemic functional linguistics (Halliday, 1994), making broad
distinctions between
ideological formations in texts (field: representational function),
their social functions (tenor: relational functions), and
their distinctive generic and modal features (mode: textual functions).
The principal is that lexico-grammatical choices are socially and culturally shaped
and ideologically implicated in the wider social order (Wallace, 2003).
The aim: detailed textual analyses that denaturalize ideologies in texts, showing how
they are related to relations of power that systematically advantage some groups over
others.
19
20. Text Analytic Approaches
Wallace (2002, 2003) has developed the critical text analytic approach for UK
university-level English studies.
The object of this application is access to “literate” or “powerful” English.
In the first phase, students acquire critical awareness of literacies through
ethnographies in their British homestays.
In the second phase they build critical interpretations of particular texts through
detailed textual analysis.
Finally, they apply what has been learnt to practices of the wider social context.
Other critical approaches have linked explicit study of language with issues of social
identity and power relations.
20
21. Towards Critical Literacies
Critical literacy is focused on the goal of social justice for marginalized and
disenfranchised communities, in emergent, postcolonial, postmodern, urbanized
societies.
This involves twin goals of redistributive and recognitive social justice (Fraser, 1997).
A focus on:
(1) the more equitable achievement of conventionally defined language and literacy
acquisition and use and on
(2) shifts in the dominant ideological contents, social and economic fields
and uses of literacy under study.
21
22. Towards Critical Literacies
Models of critical literacy have followed diverse theoretical lines of development
(e.g. feminism, critical race theory, postmodern cultural studies, postcolonialism,
critical linguistics) moving well beyond dialectical materialist foundations in critical
pedagogy.
These developments have been in response to
new social movements,
profound shifts in the cultural and linguistic demographies of nations,
new conditions of capitalism and political economy, and
the emergence of new technological modes of information.
22
23. Towards Critical Literacies
Literacy is in transition—with the emergence of new technologies, modes of
information and media of instruction presenting major challenges to print and oral
traditions of schooling, the state, media and everyday life.
The result has been a pluralization of “literacy” into multiple “literacies”.
Accordingly, there are contending and multiple versions of “critical literacy” at play in
the fields of second language education.
23