Teachers' Reinterpretations of Critical Literacy Policy: Prioritizing Praxis

Autor/inn/en	Alford, Jennifer; Kettle, Margaret
Titel	Teachers' Reinterpretations of Critical Literacy Policy: Prioritizing Praxis
Quelle	In: Critical Inquiry in Language Studies, 14 (2017) 2-3, S.182-209 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alford, Jennifer) ORCID (Kettle, Margaret)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1542-7587
DOI	10.1080/15427587.2017.1288067
Schlagwörter	Critical Literacy; National Curriculum; English (Second Language); Second Language Learning; English Curriculum; Foreign Countries; Discourse Analysis; Second Language Instruction; Teaching Methods; Classroom Techniques; Case Studies; High School Students; Secondary School Teachers; Educational Policy; Speeches; Writing (Composition); Connected Discourse; Interviews; Neoliberalism; Australia + Suchen Sie Ihr Suchwort? Kritisches Lesen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Diskursanalyse; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Case study; Fallstudie; Case Study; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Politics of education; Bildungspolitik; Schreibübung; Interviewing; Interviewtechnik; Neo-liberalism; Neoliberalismus; Australien
Abstract	Recent conservative reviews of Australia's national English curriculum argue for a return to less critical approaches to English language education and a stronger emphasis on traditional, functional approaches to provide adequate English learning experiences for school-age students. This neoliberal shift poses a threat to adolescent learners from varied cultural and linguistic backgrounds because it demands second language learning without critical engagement with the political, social and cultural conditions that the learners are experiencing. The authors argue that newly arrived English as an additional language (EAL) learners need opportunities both for academic skills development and critical engagement with the new conditions of their lives. The authors use critical discourse analysis to highlight the historical dilution of critical literacy across iterations of state curricula in Australia, and the ways teachers mediate and mitigate the curriculum changes in lessons for EAL students. The findings indicate that while critical approaches to second language education are under threat at the policy level, teachers are continuing to promote them through contextualized, contingent, and at times, covert, classroom practices. The detailed description of these practices demonstrates the ongoing commitment of teachers to the power of critical engagement to enhance the lives of their EAL students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01