Literaturnachweis - Detailanzeige
Autor/in | Lau, Sunny Man-Chu |
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Titel | A Study of Critical Literacy Work with Beginning English Language Learners: An Integrated Approach |
Quelle | In: Critical Inquiry in Language Studies, 10 (2013) 1, S.1-30 (30 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1542-7587 |
DOI | 10.1080/15427587.2013.753841 |
Schlagwörter | Action Research; Literacy Education; English (Second Language); Foreign Countries; Second Language Learning; Language Skills; Expertise; Critical Literacy; Participatory Research; Middle School Students; Immigrants; Curriculum Development; Acculturation; Classroom Environment; English Language Learners; Canada Projektforschung; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Zweitsprachenerwerb; Language skill; Sprachkompetenz; Expert appraisal; Kritisches Lesen; Forschungstätigkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Immigrant; Immigrantin; Immigranten; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Akkulturation; Klassenklima; Unterrichtsklima; Kanada |
Abstract | This article reports some main findings of a year-long participatory action research study of critical literacy (CL) practices with middle school recent immigrant English language learners (ELLs) in Ontario, Canada. The CL program followed an integrated instructional model informed by Cummins' (2001) "Academic Expertise Framework" and Janks' (2010) synthesis model of CL as well as the poststructuralist/feminist advocacy for emotional engagement and self-reflexivity in CL education. The researcher and the teacher collaboratively developed an emergent curriculum based on the ELLs' concerns about discrimination and cultural adjustment. Through these transformative literacy practices, students gained not only language skills but also a sense of efficacy for social change. The research challenges the linear and segregated view of literacy and CL development, and points to the need to position ELLs as competent learners and to structure classroom conditions and practices to facilitate their gradual development as critical language users. (Contains 1 figure, 1 table and 7 footnotes.) (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |