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

Autor/in	Bacon, Chris K.
Titel	Multilanguage, Multipurpose: A Literature Review, Synthesis, and Framework for Critical Literacies in English Language Teaching
Quelle	In: Journal of Literacy Research, 49 (2017) 3, S.424-453 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X17718324
Schlagwörter	Critical Literacy; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Guidelines; Teacher Attitudes; Multilingualism; Student Attitudes; Bilingual Education; Global Approach; Critical Theory; Incidental Learning; Educational Research; Taxonomy; Critical Thinking; Literature Reviews + Suchen Sie Ihr Suchwort? Kritisches Lesen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Richtlinien; Lehrerverhalten; Mehrsprachigkeit; Multilingualismus; Schülerverhalten; Bilingual teaching; Bilingualer Unterricht; Globales Denken; Kritische Theorie; Inzidentelles Lernen; Bildungsforschung; Pädagogische Forschung; Taxonomie; Kritisches Denken
Abstract	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. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01