Bringing Critical Discourse Analysis into the Classroom: A Critical Language Awareness Project on Fairy Tales for Young School Children

Autor/inn/en	Karagiannaki, Evanthia; Stamou, Anastasia G.
Titel	Bringing Critical Discourse Analysis into the Classroom: A Critical Language Awareness Project on Fairy Tales for Young School Children
Quelle	In: Language Awareness, 27 (2018) 3, S.222-242 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2018.1444046
Schlagwörter	Discourse Analysis; Fairy Tales; Greek; Critical Literacy; Elementary School Students; Native Language Instruction; Metalinguistics; Foreign Countries; Educational Change; School Culture; Teaching Methods; Grammar; Instructional Materials; Greece + Suchen Sie Ihr Suchwort? Diskursanalyse; Fairy tale; Fairytale; Fairytales; Fairy-tale; Fairy-tales; Märchen; Grieche; Griechisch; Kritisches Lesen; Native language education; Muttersprachlicher Unterricht; Metalanguage; Metasprache; Ausland; Bildungsreform; Schulkultur; Schulleben; Teaching method; Lehrmethode; Unterrichtsmethode; Grammatik; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Griechenland
Abstract	In this article, we report on the results of a critical literacy project on fairy tales, which was implemented with a class of first graders (6-7 years old) in Greece in the context of teaching Greek as a mother tongue. As a teaching approach, critical literacy entails a radical change in the school culture, being at odds with the Greek educational reality at the moment. In consideration of the controversies of the Greek educational context, we decided to adopt critical language awareness, which proposes the use of critical discourse analysis for teaching purposes. Therefore, through this approach, we explore to what extent young children may be transformed into 'critical language researchers', by delving into the textual mechanisms of fairy tales for the construction of hegemonic social meanings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01