“Everybody Treated Him Like He Was From Another World”: Bilingual Fourth Graders Develop Social Awareness Through Interactive Read-Alouds Focused on Critical Literacies

Peterson, Katie; Chamberlain, Katharine

doi:10.1080/19388071.2015.1027020

Cited by 14 publications

(17 citation statements)

References 17 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: 66%

“…Regarding to students' English proficiency, teachers assume that their classes will tend to be passive because their students might be afraid to argue in English, because they do not know how to produce a good sentence with a good grammar and they have limited vocabulary. As stated by Peterson and Chamberlain (2015) the low ability to speak English becomes a problematic issue in applying critical literacy in the classroom.…”

Section: The Teachers' Expectation In An Effort To Develop Criticamentioning

confidence: 99%

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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: 66%

Section: The Teachers' Expectation In An Effort To Develop Criticamentioning

confidence: 99%

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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“…Although researchers have studied critical literacy with young readers (e.g., Peterson & Chamberlain, ; Souto‐Manning, ), explicit exploration of critical literacy with emergent multilinguals to develop reading comprehension remains rare in the field of education. To fill this void, this article highlights research‐based practices for critical biliteracy instruction that second and foreign language teachers at all levels can utilize.…”

Section: Resultsmentioning

confidence: 99%

Exploring the critical in biliteracy instruction

Paul

Vehabovic

2019

TESOL Journal

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In this article the researchers explain a concept that they have termed critical biliteracy instruction. Utilizing a sociocultural approach to literacy and language learning, they examine discourse theory and the four resources model (Freebody & Luke, 1990) to support the approaches they describe. Then they explore research‐based dialogic practices that second and foreign language teachers may engage in to help emergent bilinguals develop reading comprehension in English. The authors also highlight research‐based high‐impact practices and strategies that language teachers can use to promote critical biliteracy in the classroom.

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“…Other studies explored specific practices or activities in further depth, inclusive of a variety of modalities. These practices or activities included applying critical literacies through writing (Ghahremani-Ghajar & Mirhosseini, 2005; Wolfe, 1996), discussion and storytelling (Enciso, 2011; López-Robertson, 2012; Nussbaum, 2002; Peterson & Chamberlain, 2015), multimodal composition (Burke & Hardware, 2015; Gallo, 2002; Giampapa, 2010), drama (K. Hammond, 2006; Medina & Campano, 2006; Medina & Weltsek, 2013), and community engagement (Chern & Dooley, 2014; Pacheco, 2009; Walker & Romero, 2008).…”

Section: Resultsmentioning

confidence: 99%

Multilanguage, Multipurpose: A Literature Review, Synthesis, and Framework for Critical Literacies in English Language Teaching

Bacon

2017

Journal of Literacy Research

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This article reviews and synthesizes empirical literature on critical literacies in English language teaching (ELT), gathering perspectives from international scholarship. Across a range of global contexts, the consistency with which English learning is touted as access to power while acting to marginalize those still learning the language demonstrates the need for critical approaches to ELT. In addition to reviewing the literature, this article develops a framework to analyze critical literacies in ELT. This multilanguage, multipurpose framework highlights language learning and critical engagement as foundational to the field's endeavors. Analyzed through this framework, studies were found to coalesce around five key topics: teacher beliefs, learner beliefs, course design, specific practices, and language-emphatic designs. By exploring how current research conceptualizes and operationalizes critical literacies in ELT, this review outlines the current state of the field while illustrating impactful pedagogical approaches. In addition, the review challenges the ways in which multilingual learners are positioned within research, advocating practices that frame language learning and critical engagement as mutually reinforcing endeavors toward critical praxis.

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“Everybody Treated Him Like He Was From Another World”: Bilingual Fourth Graders Develop Social Awareness Through Interactive Read-Alouds Focused on Critical Literacies

Cited by 14 publications

References 17 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

Exploring the critical in biliteracy instruction

Multilanguage, Multipurpose: A Literature Review, Synthesis, and Framework for Critical Literacies in English Language Teaching

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