Critical Literacy in An EFL Reading Class
Critical literacy has gained much importance at western educational institutions but still remains little explored in EFL education. To advance our edge of knowledge of critical literacy teaching in the EFL context, this study attempts to explore how critical literacy based instruction helps EFL students develop their critical reading ability in reading English articles, and what effects such teaching can respectively exert on different level students with respect to their reading behavior. The research questions to be addressed in the study are therefore as follows: 1) How does the teaching of critical literacy in the EFL reading class develop students' ability to take a critical perspective on their reading in English? 2) What different effects does such instruction exert on different-level students' reading behavior? Participants are students enrolling in an English reading class in a Taiwan university, where the instructor will take a critical literacy approach to teaching. Data will be collected through classroom observation and audiotaping, students' post-reading freewrites or reflections, and interviews with the students and the instructor. Students' in-class responses and reflection responses to the text will be categorized into patterns, compared and analyzed across cases and across time to assess the effects that critical literacy in EFL teaching has on participants' reading behavior at various levels. Interview data will be categorized based on pre-assumed or emerging themes. The results of this study will contribute to a better understanding of critical literacy in the EFL context.
Keywords: Critical Literacy, EFL, Reading Instruction
Prof. Mei-yun Ko
Associate Professor, Department of Applied Foreign Languages, National Formosa University