Practising Critical Visual Literacy through Redesign in ELT Classrooms

Autor/inn/en	Brown, Cecilie Waallann; Savic, Milica
Titel	Practising Critical Visual Literacy through Redesign in ELT Classrooms
Quelle	In: ELT Journal, 77 (2023) 2, S.186-196 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brown, Cecilie Waallann) ORCID (Savic, Milica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccac049
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Visual Literacy; Cultural Awareness; Secondary School Students; Teaching Methods; Multicultural Education; World Views; Critical Reading; Reading Skills; Political Issues; Social Problems; Intercultural Communication; Foreign Countries; Norway + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Cultural identity; Kulturelle Identität; Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode; Multikulturelle Erziehung; World view; Weltanschauung; Kritisches Lesen; Reading skill; Lesefertigkeit; Politischer Faktor; Social problem; Soziales Problem; Interkulturelle Kommunikation; Ausland; Norwegen
Abstract	The aim of this article is to argue for the relevance of critical visual literacy (CVL) in relation to intercultural learning in ELT and present a redesign task that has been implemented with secondary school EFL learners in Norway. CVL is an approach to reading images which acknowledges that all texts are constructed, rather than neutral, and that they work to position the reader to accept a particular view of the world. Redesign tasks encourage learners to engage critically with these positions and create alternative texts that better reflect their personal worldviews. Through presenting examples of learner redesigns of a multimodal advertisement created in a different cultural context, we discuss how the task facilitated critical reading, exploration of multiple perspectives and engagement with sociopolitical issues. Such critical reading skills are crucial for navigating the increasingly more complex visual and intercultural landscapes the learners encounter in their everyday lives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01