A Different Kind of Reading Instruction: Using Visualizing to Bridge Reading Comprehension and Critical Literacy

Park, Jie Y.

doi:10.1002/jaal.00074

Cited by 28 publications

(28 citation statements)

References 27 publications

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“…It can motivate students to read books and begin discussions on difficult issues of power, race, gender, and class (McLaughlin & Allen, 2002). In line with this, Park (2012), also Peterson and Chamberlain (2015) found that the implementation of critical literacy could support students to become aware to other people, society, power, culture, and especially the text itself.…”

Section: B the Importance Of Critical Literacymentioning

confidence: 64%

An Inquiry Study on Teachers’ Beliefs and Knowledge of Critical Literacy Pedagogy in Indonesia Context

Hidayat¹

2020

Proceedings of the Twelfth Conference on Applied Linguistics (CONAPLIN 2019)

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In Indonesia, alternative approaches to language and literature teaching that involve critical literacy tend to be regarded as something new. Teachers who want to apply critical literacy, mostly have limited knowledge or experience of what critical literacy is and how to apply it in their classrooms. This study involved fifteen English teachers in primary schools, secondary schools, and universities in Garut, West Java province, Indonesia, who were surveyed related to their belief and knowledge of critical literacy. The results of an open-ended questionnaire followed by an interview revealed that, although these teachers have been teaching English for about one to sixteen years at various levels and schools, some of them showed a lack of knowledge about critical literacy as a methodological approach to teaching English since they have not been able to distinguish between critical literacy and critical thinking. However, all teachers have a strong belief that critical literacy is important to be applied in teaching and learning practices in order to improve students' ability to understand text. In addition, the study also provides English teachers' expectation in how they can develop a critical literacy-oriented classrooms.

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Section: B the Importance Of Critical Literacymentioning

confidence: 64%

An Inquiry Study on Teachers’ Beliefs and Knowledge of Critical Literacy Pedagogy in Indonesia Context

Hidayat¹

2020

Proceedings of the Twelfth Conference on Applied Linguistics (CONAPLIN 2019)

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“…It suggested that when a user can visualise a text, he/she is reading, he/she is also able to get the meaning conveyed by the text. Put simply; visualisation strategy fosters critical literacy [5].…”

Section: Introductionmentioning

confidence: 99%

“…Recent studies have also indicated the advantage of the approach in reading [5]- [7]. Most of these past and current researchers introduced visualisation to read non-academic texts.…”

Section: Introductionmentioning

confidence: 99%

Visualization, Comprehension of Metacognitive Strategy, and The Importance Of An Evaluation Framework

Fitriani¹,

Samad²

2017

Proceedings of the 2nd International Conference on Education, Science, and Technology (ICEST 2017)

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Abstract-Visualization metacognitive strategy, either internal or external, has been used for decades to help students comprehend a reading text. Their comprehension is usually evaluated using a reading comprehension test. Without this test, literacy teachers can actually evaluate students' comprehension by analyzing students' visual representations that they draw as a summary of a text they read. To do this, the teachers need a framework as the guideline to relate students' drawing to their comprehension. This paper proposes a framework necessary to evaluate students' comprehension of a reading text that they transform into a visual representation. The aspects in the framework are created based on the literature on visual literacy and genre-based literacy pedagogy. An example of the analysis is also provided in this paper.

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“…Fourth, academic words are more 14 abstract than general high frequency words (e.g., metacognition, paradigm). Further evidence to these claims comes from previous research that has pointed to EAP learners' difficulties with EAP reading (Clark & Ishida, 2005;Park, 2012;Vongpumivitch, Huang, & Chang, 2008) and…”

Section: Academic Vocabularymentioning

confidence: 97%

“…Further research conducted on the usefulness of academic words confirms these arguments, indicating the supportive role of academic words in English academic texts (Campion & Elly, 1971;Cowan, 1974;Durrant, 2016;Farrell, 1990;Hutchinson & Waters, 1987;Nagy & Townsend, 2012;Nassaji, 2006;Praninskas, 1972;Staehr-Jensen, 2005;Trimble, 1985). For example, it has been found that academic vocabulary plays a role in L2 learners' academic achievements (Garcia, 1991;Li & Pemberton, 1994;Qian 1999Qian , 2002Snow, 2010;Stahl & Fairbanks, 1986), reading comprehension (Clark & Ishida, 2005;Park, 2012), writing skills (Cobb & Horst, 2015;Engber, 1995;Gass & Selinker, 2008;Gonzalez, 2013;Grobe, 1981;Shaw, 1991;Townsend & Kiernan, 2015) and academic English proficiency (Townsend, Filippini, Collins, & Biancarosa, 2012).…”

Section: Academic Vocabularymentioning

confidence: 99%

A Corpus-Based Investigation of Academic Vocabulary and Phrasal Verbs in Academic Spoken English

Aldohon¹

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Academic spoken language is capturing the attention of many vocabulary researchers in recent years (Rodgers & Webb, 2016;Thompson, 2005). In turn, research has focused on assessing word lists to promote second language learners' comprehension of academic speech (Dang & Webb, 2014). The present thesis is comprised of two corpus-based studies investigating academic spoken discourse. The first study examined (1) the vocabulary demands of spoken academic English and (2) the coverage of Coxhead's (2000) Academic Word List (AWL) in spoken Academic English. Transcripts of 62 lectures and 7 seminars form the Michigan Corpus of Academic Spoken English (MICASE) were collected and analyzed. The findings suggested that coupled with proper nouns and marginal words, knowledge of the most frequent 3,000 or 7,000 word families is needed to reach 95.55% and 98.03% coverage respectively of the combined lectures and seminars corpus. The AWL provided 3.68% coverage of the combined seminars and lectures corpus. The second study compared the lexical coverage of Garnier and Schmitt's (2015) phrasal verb list (PHaVE List) with the most frequent 150 AWL lemmatized verbs in academic spokenEnglish. The analysis was carried out on a 2,431,351 running-word corpus created from the British Academic Spoken English (BASE) and the MICASE corpora. The finding indicated that the PHaVE List accounted for slightly higher coverage figures than the AWL in the study corpus. Pedagogical implications were made for English for academic purposes teachers, learners and material designers.ii

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A Different Kind of Reading Instruction: Using Visualizing to Bridge Reading Comprehension and Critical Literacy

Cited by 28 publications

References 27 publications

An Inquiry Study on Teachers’ Beliefs and Knowledge of Critical Literacy Pedagogy in Indonesia Context

An Inquiry Study on Teachers’ Beliefs and Knowledge of Critical Literacy Pedagogy in Indonesia Context

Visualization, Comprehension of Metacognitive Strategy, and The Importance Of An Evaluation Framework

A Corpus-Based Investigation of Academic Vocabulary and Phrasal Verbs in Academic Spoken English

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