Instructional Model of Critical Literacy in an EFL Context: Balancing Conventional and Critical Literacy

Huh, Seonmin

doi:10.1080/15427587.2016.1154445

Cited by 41 publications

(39 citation statements)

References 14 publications

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“…For this reason, teachers have to be ready for creating a more critical classroom atmosphere (Gustine, 2018). In line with this, previous research on critical literacy in Asian EFL contexts has also indicated that teachers play an important role in assisting their students to be critically literate (Fajardo, 2016;Huh, 2016;Kim, 2016;Ko, 2010;Tungka, 2018;Widodo, 2016a). To meet this need, this article reports empirical evidence that showcases English teacher's strategies for helping secondary school students reframe narrative texts from a critical literacy perspective.…”

Section: Introductionmentioning

confidence: 85%

English students’ experience of reframing narrative stories from a critical literacy perspective

Gustine

Insani

2019

Indonesian J. Appl. Linguist.

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This article reports a study investigating the English teacher’s strategies for assisting secondary school students of English to be critically literate through an analysis of narrative texts. In this study, Luke and Freebody’s (1999) four resources model of critical literacy was used as a framework for English instruction situated in an Indonesian secondary school. Data were collected from classroom observations, students’ reflective journals, and an interview with secondary school students. The findings showed that the four resources model of critical literacy, to some extent, helped students to become critically literate especially at the stage of meaning-making-of and criticizing the text. The implication of the study is that there is the possibility of implementing critical literacy-oriented English classrooms in Indonesian and Asian secondary schools.

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Section: Introductionmentioning

confidence: 85%

English students’ experience of reframing narrative stories from a critical literacy perspective

Gustine

Insani

2019

Indonesian J. Appl. Linguist.

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“…This arrangement is based on the belief that the students' critical engagement to texts should be based on a good comprehension of the texts. (Huh, 2016;Park, 2011;Kuo, 2014). In this study, it becomes apparent in the students' critical responses to text that were off target.…”

Section: Findings and Discussion Infusion Of CL Into Conventional Reamentioning

confidence: 99%

Bringing critical literacy into tertiary EFL reading class

Setyaningsih

2019

Indonesian J. Appl. Linguist.

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Critical literacy (CL) is an area that remains under-researched regardless of the growing acknowledgement on its importance. Previously published works on CL have provided depictions of classroom implementations but they appeared to be lacking a guiding framework thus tended to be haphazard. This study addressed the gap by exploring the implementation of CL using a prototype model that combines the Four Resources Framework (FRF) as a theoretical frame and Survey, Question, Read, Recite, and Review (SQ3R) as a working model. The study aims at uncovering how CL could be infused into regular EFL Reading class using the model and how students developed their CL. The investigation involved 39 university students in Indonesia. The data were collected using multiple methods: observation, tests, interview, artifact, and questionnaire. Quantitative and qualitative data were concurrently analyzed by using statistical pack and interactive model, respectively. The study confirmed that questions and materials played key roles in turning a conventional Reading class into a CL class. Having exposed to critical questions, the students indicated progress in their practice as text users and text analysts. The analysis revealed that the students at differing baselines addressed the four roles differently in terms of the extent and consistency. Students with high proficiency tended to be more consistent in addressing the text user and text analyst roles either individually or as part of the group. In contrast, students with lower proficiency indicated inconsistent engagement with the two roles, particularly in individual work. Generally, the students’ ability to build critical stance to text was also determined by the complexity of the material. The easier the text was comprehended, the more critical the students were toward the text. The study suggests that it be necessary to include explicit teaching and sufficient provision of time in CL teaching to produce an automated critical response to texts.

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“…This kind of balance in CL program has been reported as beneficial for EFL students (e.g. Huang, 2011;Huh, 2016;Ko, 2013;Lau, 2012Lau, , 2013. Luke and Freebody (1990) noted that the four roles or resources are non-developmental and non-taxonomic (Table 1).…”

Section: Introductionmentioning

confidence: 87%

“…In the Asian context, particularly in the EFL setting, an increasing number of studies have reported the implementation of CL (e.g. Abednia & Izadinia, 2013;Bui, 2016;Gustine, 2013;Huh, 2016;Kuo, 2014;Park, 2011;Setyaningsih, 2019). Regardless of the positive trend, the term CL is still a matter of contestation.…”

Section: Introductionmentioning

confidence: 99%

Roaming Students’ Role as Text Analysts: An Analysis of Indonesian Tertiary EFL Students’ Review Paper

Setyaningsih

2020

IJELS

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Current trend in education has acknowledged the urgency to move students from the role of traditional receiver and echoer of information to the role of critical listener, speaker, reader, and writer. In so doing, the students need to embrace the role of text analysts who continuously question texts that they encounter. This study looked for indices of students’ engagement in text analyst role. The data for the analysis were collected from 25 EFL university students’ reviews which were randomly selected. Using the guidepost developed from Luke and Freebody’s (1999) Four Resources Framework, the study highlighted points of information and/or questions or issues addressed in the students’ writing which indicated students’ role as text analysts. The study revealed that 40 percent of the students failed to practice the text analyst role. Meanwhile, those who addressed the role showcased five major patterns of indices: (1) questioned the trustworthiness of text, (2) recognized bias, (3) uncovered hidden intention/agenda, (4) identified harmed/benefitted party, and (5) provided alternate point of view/way of saying and/or personal standing. This study concludes that the students will be able to engage in text analyst role under two conditions (1) they are not struggling with the basic comprehension and (2) they have reached a state of habituation of mind in terms of questioning text. It is therefore recommended that the students be given sufficient time for familiarization and have continuous practices to make a critical approach to texts.

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Instructional Model of Critical Literacy in an EFL Context: Balancing Conventional and Critical Literacy

Cited by 41 publications

References 14 publications

English students’ experience of reframing narrative stories from a critical literacy perspective

English students’ experience of reframing narrative stories from a critical literacy perspective

Bringing critical literacy into tertiary EFL reading class

Roaming Students’ Role as Text Analysts: An Analysis of Indonesian Tertiary EFL Students’ Review Paper

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