Critical Literacies and Language Education: Global and Local Perspectives

Morgan, Brian; Ramanathan, V.

doi:10.1017/s0267190505000085

Cited by 106 publications

(50 citation statements)

References 56 publications

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“…The review also suggests that researchers will require increasingly sophisticated understandings of difference, and of COSMOPOLITAN IDENTITIES (Luke, Luke & Graham 2007). Morgan & Ramanathan (2005) underlined the importance of understanding that learners live in globalized sociocultural worlds. Such an understanding will require, even more than before, consideration of global social structures that impinge on the identity of language learners and their learning.…”

Section: Future Directionsmentioning

confidence: 99%

Identity, language learning, and social change

Norton¹,

Toohey²

2011

Lang. Teach.

802

466

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In this review article on identity, language learning, and social change, we argue that contemporary poststructuralist theories of language, identity, and power offer new perspectives on language learning and teaching, and have been of considerable interest in our field. We first review poststructuralist theories of language, subjectivity, and positioning and explain sociocultural theories of language learning. We then discuss constructs of INVESTMENT and IMAGINED COMMUNITIES/IMAGINED IDENTITIES (Norton Peirce 1995;Norton 1997Norton , 2000Norton , 2001, showing how these have been used by diverse identity researchers. Illustrative examples of studies that investigate how identity categories like race, gender, and sexuality interact with language learning are discussed. Common qualitative research methods used in studies of identity and language learning are presented, and we review the research on identity and language teaching in different regions of the world. We examine how digital technologies may be affecting language learners' identities, and how learner resistance impacts language learning. Recent critiques of research on identity and language learning are explored, and we consider directions for research in an era of increasing globalization. We anticipate that the identities and investments of language learners, as well as their teachers, will continue to generate exciting and innovative research in the future.

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Section: Future Directionsmentioning

confidence: 99%

Identity, language learning, and social change

Norton¹,

Toohey²

2011

Lang. Teach.

802

466

View full text Add to dashboard Cite

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“…Language learning has become more popular and more important in "the global village" for both minors and adults (Morgan & Ramanathan, 2005 …”

Section: The Impact Of Using Mobile Technologies For Teachingmentioning

confidence: 99%

The Impact of Telegram as a Social Network on Teaching English Vocabulary among Iranian Intermediate EFL Learners

Ghaemi¹,

Golshan²

2017

IJICS

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Abstract:To help students find language classes, especially vocabulary lessons more interesting in English as a Foreign Language (EFL) context, a study was conducted to investigate the effects of short massages services (SMS) via social networks on EFL learners' vocabulary learning process. To this end, an experimental approach was applied to assess the efficacy of SMS-based teaching on students' vocabulary learning. A PET proficiency test, two time-series vocabulary progress tests, and a post-test were applied to explore the effects of SMS on students' vocabulary learning process. Then the difference in mean scores was compared to answer the research question. The study has revealed that: (1) the use of SMS via social networks as a teaching tool had a positive effect on students' vocabulary learning; (2) the experimental group obtained somewhat higher scores in the post-test than in two time-series progress tests, making the difference between the progress tests and post-test significantly different; (3) the difference between the two progress tests and post-test for control group was not statistically significant; and (4) the experimental students were more differentiated than the control students, as shown by a statistically significant difference between the mean scores of both groups in post-test in favor of the experimental students.

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“…Φαίνεται εξαιρετικά δύσκολο να διαβάσει κα-νείς το "κείμενο του κόσμου" και να αμφισβητήσει τα υποτιθέμενα "αυτονόητα", αν δεν χτί-ζει συνεχώς ένα σύστημα παραδοχών, κριτηρίων και πλαισίων αναφοράς που θα του παρέ-χει τη δυνατότητα να το κάνει. Έτσι, η κατάκτηση της "μη-συνηθισμένης" λογικής μέσα από τον διάλογο και την κριτική συνείδηση (Freire, 1997), την ανασκευή προβαλλόμενων συλλογισμών (refutation) (Fairclough, 1995), την έκφραση γνώμης (Canagarajah, 1999) ή την προβληματοποί-Ανάπτυξη συλλογιστικής σκέψης σε φοιτητές μεταπτυχιακού προγράμματος 201 ηση των πρακτικών (Benesch, 2001· Pennycook, 2001) διαπιστώνεται ότι δεν είναι εύκολη υ-πόθεση στις τάξεις (Morgan & Ramanathan, 2005).…”

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Διερευνώντας Τα Αίτια Της Χαμηλής Ικανότητας Ανάπτυξης Συλλογιστικής Σκέψης Σε Φοιτητές Μεταπτυχιακού Προγράμματος

Frydaki

2016

Ppej

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<p>It has been argued that what marks the fully literate person in modern societies is the ability to reason effectively about what one reads and writes in order to extend one’s understanding of the ideas expressed by developing reasoning. Although current literacy theory and practices are being fundamentally altered (multiliteracies, multimodality) and put aside explicit instruction on argumentation, this capacity remains a fundamental element of literacy and of critical literacy. On the other hand, both experience and research findings reveal increasingly poor argumentation of students and their low ability to develop reasoning in the school and University context. A qualitative case study was carried out during the spring semester 2014-2015 in the Post-graduate Program “Theory, Praxis and Evaluation of Educational Work” (Department of Education, University of Athens, Faculty of Philosophy, Education and Psychology). A task assigned to 17 post-graduate students in the course of Teaching Literature triggered the conduct of the present research. Students were asked to indicate a number of strategies to support literary reading, drawing criteria from the Vygotskian theoretical concept of Zone of Proximal Development, as well as scaffolding instruction theory. In these tasks we found that students had problems using the criteria and evidence reasoning; they simply described some literary reading strategies without developing a rationale on why they are seen as supportive. The poor argumentation of almost all post-graduate students’ work, which the 17 students recognized during the process of correction, led us to investigate the causes from the subjective perspective of those involved. That is the purpose of the research: to reveal the causes to which the post-graduate students themselves attribute their low ability to use criteria, to argue and develop reasoning. The main sources of data for this case study were the focus group discussion with 11 students of the above mentioned group, and 17 individual semi-structured interviews. The method of analysis used is grounded theory. The qualitative data were analyzed without an existing theoretical framework, by the method of constant comparison, so that they could develop by themselves some theoretical considerations that would contribute to the understanding and the interpretation of the phenomenon. The categories emerged open, axial and selective coding became the basis for theoretical perspective literacy as a socially constructed process. Key findings highlight the causes of their low ability to develop reasoning and attribute it to: a) the new social literacy practices resulting from evolving web technologies and primarily b) school practices which do not promote personal or critical thinking, but the skill of the students to know how to say "what must be said" about everything, thus weakening their cognitive as well as language use abilities. These results suggest the need for a research focus on the processes by which literacy is constructed in everyday life, through conversational exchanges and the negotiation of meanings in many different contexts of schooling. </p>

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Critical Literacies and Language Education: Global and Local Perspectives

Cited by 106 publications

References 56 publications

Identity, language learning, and social change

Identity, language learning, and social change

The Impact of Telegram as a Social Network on Teaching English Vocabulary among Iranian Intermediate EFL Learners

Διερευνώντας Τα Αίτια Της Χαμηλής Ικανότητας Ανάπτυξης Συλλογιστικής Σκέψης Σε Φοιτητές Μεταπτυχιακού Προγράμματος

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