Enacting Critical Literacy: The Case of a Language Minority Preservice Teacher

Cho, Hyesun

doi:10.1111/curi.12066

Cited by 13 publications

(7 citation statements)

References 45 publications

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“…Based on Freire's theoretical perspective, researchers like Wallace (2002), Cho (2014), Sanchez (2005), and Sullivan (2004) have applied critical pedagogy to develop critical thinking. Others have studied the role of discussion in developing critical thinking on the basis of social constructivism.…”

Section: The Role Of Discussion In Active Learningmentioning

confidence: 99%

Critical thinking and social interaction in active learning: A conceptual analysis of class discussion from Iranian students’ perspective

et al. 2016

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Following the failures in traditional methods of teaching, theorists have recently emphasized students' active role in education in which the teacher is no longer a mere transmitter of knowledge. Discussion-based teaching has been regarded as a route to improving students' active role. The current study intended to discover the benefits of using discussion for social interaction and critical thinking disposition from Iranian students' perspective. Participants included 14 first-year educational psychology students who were selected through purposive sampling method. A general psychology course at the University of Tehran was held based on proposed patterns for class discussion. The data were collected through structured interviews, and analyzed through interpretive analysis. Findings showed that the components of critical thinking dispositions and social interaction were mostly exhibited during discussions. It seems that involvement of students in class discussions have benefits over the traditional realms of education. These positive effects are seen at personal and social levels, bringing forth more dynamic aspects of culture.Due to the increasing pace of scientific developments and growth in knowledge, universities are increasingly under pressure to present and transfer information. In this structure, the teachers are viewed as sources of information, whose job becomes to present information, while students are tasked only with reception of information, similar to a small library that is packed with books.The present research analyzed the use of discussion-based teaching style in a college class in Iran. It also attempted to examine this method of active learning in terms of developing critical thinking and social interaction in students. The results of this qualitative study revealed that the involvement of students in class discussions have benefits over the traditional academic education. These positive effects are seen at personal and social levels, bringing forth more dynamic aspects of culture. Real-life application of this method of teaching, the core of which relies on discussion groups, is the ultimate goal of this investigation.

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Section: The Role Of Discussion In Active Learningmentioning

confidence: 99%

Critical thinking and social interaction in active learning: A conceptual analysis of class discussion from Iranian students’ perspective

et al. 2016

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“…Chun, 2009;Gómez Jiménez & Gutierrez, 2019;Gustine, 2018) or create an extracurricular activity for the enactment (e.g. H. Cho, 2014;Hayik, 2015aHayik, , 2015bHayik, , 2016.…”

Section: Curriculum and Standardsmentioning

confidence: 99%

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

Novianti

Thomas

Tõ

2020

Indonesian J. Appl. Linguist.

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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.

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“…Coulter, Michael & Poyner (2007) note that storytelling and narrative can be used both as a pedagogic strategy and as a research method, and they adopted both approaches in a study concerning English as a Second Language (ESL) and Bilingual teacher education. This has also been used by Cho (2014a;2014b), taking an autobiographical narrative approach to studies of 'language minority students', and by Saltmarsh (2012) in a collaborative biography activity. Moloney and Oguro (2015) found that, in linguistically diverse pre-service teachers, narrative enquiry elicited and represented affirmation of background and language skills, often for the first time in their university studies.…”

Section: Cald and Initial Teacher Educationmentioning

confidence: 99%