Critical Literacy and the Communicative Approach: Gaps and Intersections

Abstract

The objective of this paper is to foster reflections on the similarities and differences between the Communicative Approach, one of the best-known methods for teaching English as a Foreign Language (EFL) around the world, and Critical Literacy, a relatively recent trend in the Brazilian EFL scenario, as suggested by the National Guidelines for High School Teaching (BRASIL, 2006). First, we will address the theoretical traditions that give rise to the two teaching approaches, explaining their main concepts. We will then discuss the similarities between the two approaches, as well as their main differences. We claim that the two teaching approaches, however different in their epistemological underpinnings, are not incompatible, but rather complementary. Finally, we suggest an example of an integrated activity that aims to reconcile the objectives of the two approaches.

Critical Literacy in ELT Classroom Testing

“…In Brazil, some researchers have also developed possible models and principles for using critical literacy in the EFL classroom with detailed practices and examples of activities. For example, Valério and Mattos (2018) have used film as input text for critical practices in the EFL classroom, and Duboc (2013) has proposed a similar model as the one developed by Bobkina and Stefanova (2016).…”

“…Although critical literacy is not a methodology in itself, but a perspective or attitude as we have seen, it may be coupled with language teaching methods, such as the Communicative Approach (Mattos & Valério 2010;Valério & Mattos 2018), and used as an approach to classroom teaching. However, in doing so, evaluation also has to follow critical perspectives, as highlighted in Pascoal (2018) Grillo and Lima (2010) explain the pedagogical activity as having three processes at play: teaching, learning and assessment.…”

“…However, in our view, testing -especially classroom language testing -is still an area where more critical perspectives have not yet made an impact on either research or practice. Critical Literacy (Cervetti, Pardales & Damico 2001;McLaughlin & DeVoogd 2004) has lately influenced ELT in Brazil, mainly after the publication of the National Guidelines for High School Teaching, in 2006, and several classroom practitioners have started to use Critical Literacy (CL) perspectives together with the Communicative Approach (CA) (Mattos & Valério 2010;Valério & Mattos 2018) in their ELT contexts. In the same vein, CL and Critical Language Education (Ferraz 2010(Ferraz , 2015Mattos, Ferraz & Monte Mór 2015;Monte Mór 2009) have been the focus of much research in Brazil.…”

Re(thinking) Critical Language Education with Children and Teacher Education During (and After) Pandemic Times

“…Freire proposes a focus on the problematization of social issues and a different attitude when dealing with texts, aiming at understanding privileges. As suggested by Valério and Mattos (2018), there is an emphasis on "citizenship education over curriculum content" (p. 332).…”

A palavra (não) tomada: enunciação e oralidade no ensino-aprendizagem de Francês Língua Estrangeira (FLE)

“…Embora estudos mais recentes sobre a abordagem acional e comunicativa (BENTO, 2013;VALÉRIO;MATTOS, 2018) atribuam à língua a função de mediadora de práticas sociais na produção de sentidos, 9 ainda são recorrentes efeitos de sentido que reforçam um caráter instrumental e puramente pragmático ao ensino-aprendizagem de FLE no CECR. Palavras como "tarefas", "formulação de necessidades", dentre outras presentes do CECR, acabam por reforçar uma ênfase no ensino-aprendizagem na provisão de meios para alcançar os fins.…”