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Full Description
This book discusses how to approach critical literacy in English as a Foreign Language (EFL) contexts. It responds to the concerns of educators who get enthusiastic about teaching critical literacy, but become perplexed when they start reading about its theories. This causes some to avoid it altogether and leads others to argue for practicing it without theory. The book argues that both positions should be reconsidered and capitalizes on the notion of praxis, a notion introduced by Freire to explicate the various subtle connections between theory and practice.
The book instills the theoretical assumptions of critical literacy with as little jargon as possible, with many practical illustrations. It will be of interest to graduate and undergraduate students, language teachers, program and material developers, researchers, and educational policy makers.
Contents
Preface.- The Critical Approach to Language Teaching: Theoretical Framing and Practical Implications.- Critical Text Use: Challenges to the Current Instruction in Reading and Listening.- CALT in EFL Text Production: Challenges to the Dominant Approaches.- Foreign Language Learning and Critical Literacy: Deeper Insights into Theory and a Case Study.- Foreign Language Learning and Critical Literacy: Patterns and the Two Cases of Issam and Hameed.- The Teachers' Worries: Conclusions and Recommendations.- Conclusion.
