Critical Literacy and a Picture-Book-Based Dialogue Activity in Taiwan

Autor/in	Kuo, Jun-min
Titel	Critical Literacy and a Picture-Book-Based Dialogue Activity in Taiwan
Quelle	In: Asia Pacific Education Review, 10 (2009) 4, S.483-494 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-009-9048-6
Schlagwörter	Picture Books; Foreign Countries; Literacy; Critical Reading; Teaching Methods; Instructional Effectiveness; Discourse Analysis; Discourse Communities; Discourse Modes; Instructional Design; English (Second Language); Theory Practice Relationship; Taiwan + Suchen Sie Ihr Suchwort? Picture book; Bilderbuch; Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Kritisches Lesen; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Diskursanalyse; Diskursethik; Lesson concept; Lessonplan; Unterrichtsentwurf; English as second language; English; Second Language; Englisch als Zweitsprache; Theorie-Praxis-Beziehung
Abstract	In order to fill in the research gap related to the theory and practice of critical literacy in Taiwan, this article describes an English Conversation activity offered during the 2005 spring semester at a university in southern Taiwan. The article uses a critical instructional model to analyze students' team dialogues as responses to a picture-book-based exercise. The informants in the study included the instructor and his 26 students. This research is a qualitative case study in that it employs various descriptive data (e.g. students' team dialogues and reflection papers) in an attempt to (1) investigate the extent to which the goals of critical literacy were achieved in the classroom and (2) arrive at some implications for the implementation of critical literacy in Taiwan. This study suggests that instruction based on social-issue picture books is effective not only in promoting literacy learning but also in eliciting meaningful themes for students. Second, it shows that language learning is best understood as socially constructed. Critical instruction should promote not only text-centred responses but also reader responses to social issues; this can lead to more critical stances for students. Third, the study suggests that a critical literacy curriculum should progress from personal/cultural resources to critical social practices and critical stances. Finally, enthusiasts of critical literacy should not insist on including all dimensions of the analytical model used in the study. Instead, teachers should consider their students, teaching purposes and teaching contexts when they use elements from the critical literacy instructional model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10