Guji Guji Goes to College: Promoting Critical Literacy in Taiwan

Autor/in	Kuo, Jun-min
Titel	Guji Guji Goes to College: Promoting Critical Literacy in Taiwan
Quelle	In: TESL-EJ, 19 (2015) 1, (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Foreign Countries; Critical Literacy; Worksheets; Student Attitudes; Learning Activities; Teaching Methods; College Students; Self Concept; Picture Books; Observation; Reflection; Teacher Researchers; Grounded Theory; Interviews; Student Role; Discourse Analysis; Writing (Composition); Second Language Learning; Second Language Instruction; English (Second Language); College Faculty; Classroom Communication; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Kritisches Lesen; Schülerverhalten; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Selbstkonzept; Picture book; Bilderbuch; Beobachtung; Lehrerforschung; Interviewing; Interviewtechnik; Diskursanalyse; Schreibübung; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fakultät; Klassengespräch
Abstract	This study explores an activity designed to promote critical literacy in Taiwan. This activity had 23 college students perform different exercises all stressing the theme of self-identity as presented in a picture book and other learning sources. Data included classroom observations, reflection entries from the researcher-instructor, classroom worksheets and artifacts, students' reflection papers, and follow-up interviews. Luke and Freebody's (1999) four resources model of reading is used to frame the first research question about the implementation of the activity. Grounded theory serves as the analytical method for the second research question, that is, how students reacted critically to this activity. The study found that students assumed various learning roles (e.g., code breakers, text users, text participants, and text critics) during the activity. In addition, students started taking a definite stance toward their lives; four critical stances were identified. Finally, four pedagogical implications are outlined. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01