Introducing Critical Literacy to Pre-Service English Teachers through Fairy Tales

Abstract

The need for a more critical approach to EFL teaching and learning is undeniable, yet little has been done to prepare teachers for teaching with this approach. This article reports one of the cycles on my action research study, involving a teacher educator and 35 pre-service English teachers. Together with the teacher educator, a unit on critical literacy was developed using fairy tales as the core text. In the unit, we introduced pre-service teachers to critical
 literacy through the critical reading, analysis, and rewriting of fairy tales for social transformation. They were assigned to rewrite a fairy tale as a form of social action and to reflect on the choices made in the rewriting process. The re-written fairy tales and the accompanying reflection essay were analysed using a rubric adapted from the four dimensions of critical literacy (Lewison et al., 2002). The re-written fairy tales and the reflections suggest the pre-service teachers’ growing understanding of the non-neutrality of text, ability to read from a different perspective and offer an alternative one, and ability to identify socio-political issues, such as stereotypes, and to subvert them.

Fostering critical literacy in secondary education through short stories in English

“…Conversely, Novianti (2021) explored the application of critical literacy among prospective English teachers at the University of Tasmania using traditional short stories to advocate for societal change. This investigation underscores the significance of action research in integrating critical lit-eracy instruction into the education of future EFL teachers.…”