Addressing challenges in the practice of critical literacy in EFL classrooms: A new framework

Abstract

The practice of critical literacy in EFL contexts answers the need for EFL pedagogy that considers the complex social and political dimensions of foreign language learning. Many teachers are still discouraged from practicing critical literacy due to the many challenges they encounter. In this paper, we outline a practical framework that can help teachers navigate the complexity of practicing critical literacy in EFL contexts. The framework consists of four resources of critical literacy practice, namely curriculum and standards, students’ experiences and background, local social issues, and text selection. The classroom activities include text analysis and critique, bridging the word and the world, and social action. Particular issues in EFL pedagogy are addressed with implications for the practice of critical literacy.

English Teachers’ Conceptualization of Foreign Language Literacy in Relation to Indonesia’s Gerakan Literasi Sekolah (School Literacy Initiative)

“…However, our study did not examine how this conceptualization of L2 literacy was translated into practice in the classroom or at school. A classroom-based framework for literacy proposed by Novianti et al (2020) can be implemented so that its effectiveness and the practicality can be empirically measured. The teaching of literacy should be backed up with a developmentally appropriate curriculum and instruction that promote the attainment of both language proficiency and literacy skills.…”

“…The current practice, in contrast, suggests that instead of blaming L1 as the cause of learners' difficulties, English teachers should view learners' L1 as an invaluable asset; L1 needs to be employed effectively and judiciously (Mohebbi & Alavi, 2014). As also highlighted by Novianti et al (2020), EFL instructions can in fact empower students to see their status as non-native speakers and their bilingualism or multilingualism as an advantage instead of a disadvantage in learning about foreign language and literature critically. Future researchers might be interested in surveying English teachers' attitudes towards L1 in the context of English teaching in Indonesia and then proposing possible ways of helping them design and implement foreign language literacy teaching strategies in such a context to make an optimum use of students' L1.…”

“…However, our study did not examine how this conceptualization of L2 literacy was translated into practice in the classroom or at school. As Novianti et al (2020) identified, many English teachers are discouraged from implementing literacy teaching because they still have to deal with other challenging classroom-or curriculum-related issues. For this reason, Novianti et al (2020) proposed a classroom-based framework for literacy practice that accommodates promoting the development of language competence as well as (critical) literacy skills, the effectiveness and the practicality of which still need investigating.…”

“…As pointed out by Khairuddiniyah (2017), teachers' understandings and comprehension of literacy play crucial roles in the implementation of effective literacy teaching. Additionally, much literature that Novianti et al (2020) reviewed reveals that many English teachers seem to put (critical) literacy development aside among their students because in general they have focused more on helping their students become proficient users of English. Novianti et al (2020) further admit that developing students' (critical) literacy is a real challenge for English teachers when their teaching practice is governed by curricula and certain standards such as the one in the Indonesian context.…”

“…Additionally, much literature that Novianti et al (2020) reviewed reveals that many English teachers seem to put (critical) literacy development aside among their students because in general they have focused more on helping their students become proficient users of English. Novianti et al (2020) further admit that developing students' (critical) literacy is a real challenge for English teachers when their teaching practice is governed by curricula and certain standards such as the one in the Indonesian context. Spurred by an enthusiasm in support of more successful GLS and, at the same time, the need for building up awareness among English teachers of L2 literacy, this present study is intended to explore how English teachers of secondary schools in the Indonesian context frame foreign language literacy in reference to Kucer's (2014) literacy profiles.…”