Learners' Reading between the Signs in the English Second Language Classroom

Autor/in	Sibanda, Rockie
Titel	Learners' Reading between the Signs in the English Second Language Classroom
Quelle	In: Reading & Writing: Journal of the Literacy Association of South Africa, 13 (2022) 1, Artikel 328 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Sibanda, Rockie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2079-8245
Schlagwörter	Second Language Learning; Second Language Instruction; Foreign Countries; Critical Literacy; Intervention; Signs; Teaching Methods; Language Planning; Language Usage; English (Second Language); Critical Reading; Creative Thinking; Critical Thinking; Discourse Analysis; Classification; Poverty Areas; Crime; Safety; Gender Bias; Semiotics; Secondary School Students; Neighborhoods; Antisocial Behavior; Student Attitudes; Indo European Languages; African Languages; Disadvantaged Schools; South Africa + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Kritisches Lesen; Zeichensystem; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachwechsel; Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Kreatives Denken; Kritisches Denken; Diskursanalyse; Classification system; Klassifikation; Klassifikationssystem; Crimes; Delict; Delicts; Delikt; Sicherheit; Geschlechterstereotyp; Semiotik; Sekundarschüler; Neighbourhoods; Nachbarschaft; Schülerverhalten; Indoeuropäisch; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Background: In South Africa, developing criticality among learners is essential for their careers in school and outside school. However, knowledge and understanding of critical literacy within the schooling context is unclear, with only patchy guidance available for teachers. Objectives: An intervention project was set up to discover how community signs could be used as a pedagogical tool for teaching learners to be critical readers. The focus of the study was teaching English second language learners to use language as an instrument for creative and critical thinking. Method: In this 'study within a study', the learners' role has been elevated to that of researchers. As 'researchers', the learners collected community signs from around their township and conducted interviews with community members. They analysed the signs and interview transcripts using Fairclough's method of critical discourse analysis. The social semantic theory was used to anchor this study. Results: The first attempt at being critical readers was the categorisation of data. Three categories that formed broad themes were observed. The learners' responses gave insight into their own 'processes' of reception and processes of production of the signs. The results suggest learners developing an ability to read signs as instantiations of township discourses. Conclusion: Teaching critical literacy awareness can be achieved when teachers use texts drawn from familiar contexts. The study contributes to knowledge on how unconventional texts can be used in the classroom to develop criticality among learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01