“But when do I do Critical Literacy?” Perspectives for designing Critical Literacy activities in EFL classrooms

Detalhes bibliográficos
Autor(a) principal: Caetano, Érika Amâncio
Data de Publicação: 2020
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Revista Brasileira de Lingüística Aplicada (Online)
Texto Completo: http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/15635
Resumo: This article aims to present a set of principles for the elaboration of activities critically grounded for English classes regular school settings. Such principles are based on the pillars of critical literacy according to renowned linguists and scholars of the area, as well as pre-established criteria proposed by Richards (2001) and adapted by Rashidi (2011) for critical-pedagogical practice. A brief contextualization will be presented, as well as theoretical foundations for the organization of such criteria. Following this moment, two practical examples of the elaboration of activities based on this perspective will be presented in order to demonstrate the applicability of these theories in language classes at regular schools. The directions hereby proposed are aimed at guiding the reflections of ELT teachers in the elaboration of critically based activities in their classroom.
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spelling “But when do I do Critical Literacy?” Perspectives for designing Critical Literacy activities in EFL classroomsCritical literacy; principles; activities based on critical literacy; English language teaching (ELT); regular schools.This article aims to present a set of principles for the elaboration of activities critically grounded for English classes regular school settings. Such principles are based on the pillars of critical literacy according to renowned linguists and scholars of the area, as well as pre-established criteria proposed by Richards (2001) and adapted by Rashidi (2011) for critical-pedagogical practice. A brief contextualization will be presented, as well as theoretical foundations for the organization of such criteria. Following this moment, two practical examples of the elaboration of activities based on this perspective will be presented in order to demonstrate the applicability of these theories in language classes at regular schools. The directions hereby proposed are aimed at guiding the reflections of ELT teachers in the elaboration of critically based activities in their classroom.Faculdade de Letras - Universidade Federal de Minas GeraisCaetano, Érika Amâncio2020-07-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/15635Revista Brasileira de Linguística Aplicada; Vol 20, No 2 (2020): Teacher Education for the 21st CenturyRevista Brasileira de Linguística Aplicada; Vol 20, No 2 (2020): Teacher Education for the 21st CenturyRevista Brasileira de Linguística Aplicada; Vol 20, No 2 (2020): Teacher Education for the 21st Century1984-63981676-0786reponame:Revista Brasileira de Lingüística Aplicada (Online)instname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMG/*ref*/WIDDOWS, S., & VOLLER, P. PANSI: A survey of the ELT needs of Japanese university students. Cross Currents, v. 18, n. 2, 1991. p.127-141./*ref*/BROWN, G. Cultural values: the interpretation of discourse. ELT Journal, Oxford, v. 44, n. 1, p. 11-17, 1 jun. 1989./*ref*/CAETANO, E. A. Letramentos críticos e o uso da língua alvo no ensino de língua inglesa: um olhar autoetnográfico. (Doutorado). Faculdade de Letras – Departamento de Pós-graduação em Estudos Linguísticos, Universidade Federal de Minas Gerais, Belo Horizonte, 2017./*ref*/CANAGARAJAH, S. Reclaiming the local in Language Policy and Practice. Lawrence Erlbaum, New Jersey, 2005. 271 p./*ref*/CARMO, A. R. Reflecting on the changes that have occurred in society over the past five years.2010. Available at: < http://www.artigonal.com/educacao-artigos/refletindo-as-mudancas-ocorridas-na-sociedade-nos-ultimos-cinco-anos-2991298.html >. Access on: 23 Jun. 2011./*ref*/DUBOC, A. P.M.The question of the assessment of English language learning according to the theories of literacy.Master'S thesis, University of São Paulo,2007. Available in: < http://www.teses.usp.br/teses/disponiveis/8/8147/tde-06112007-102340/pt-br.php>. Accessed on: 06 Jul. 2011./*ref*/HALL, J. K. (Re) creating our worlds with words: A sociohistorical perspective of face-to-face interaction. ELT Journal, Oxford, vol. 16, n. 2, p. 206-232, 1995./*ref*/HARRIS, T. L.; HODGES, R. E. The literacy dictionary: The vocabulary of reading and writing. Newark, Delaware: International Reading Association, 1995. 340p./*ref*/HAWKINS, M.R. Dialogic determination: constructing a social justice discourse in Language Teacher Education. In: HAWKINS, M. R. Social Justice Language Teacher Education. Bristol, UK: Multilingual Matters, 2011. p. 102-123./*ref*/JORGE, M. L. S. Critical Literacy, Foreign Language Teaching and The Education About Race Relations in Brazil. In: The Latin Americanist, v. 56, n. 4, p. 79-90, 2012./*ref*/KALANTZIS, M.; COPE, B. On Globalisation and Diversity. Elsevier, 2006./*ref*/KUBOTA, R. Critical Multiculturalism and Second Language Education. In: Critical Pedagogies and language learning. Cambridge University Press, 2004. 380p./*ref*/KUMARADIVELU, B. The Postmethod Condition: (E)merging Strategies for Second/Foreign Language Teaching. In: TESOL Quarterly, v. 28, n. 1, p. 27-48, 1994./*ref*/_____________. Critical Classroom Discourse Analysis. In: TESOL Quarterly, v. 33, n. 3, p. 453-484, 1999./*ref*/_____________. Beyond Methods: Macrostrategies for Language Teaching. New Heaven: Yale University Press, 2002. 352 p./*ref*/_____________. The linguistics applied in the era of globalization. In: LOPES, L.P.M. (org).By an undisciplined applied linguistics. São Paulo: Parable Editorial, 2006.p. 129-147./*ref*/KUMARADIVELU, B. Language Teacher Education for a Global Society. New York: Routledge, 2011. 168p./*ref*/LARSEN-FREEMAN, D.; ANDERSON, M. Techniques and principles in language teaching. USA: Oxford University Press, 2011. 252p./*ref*/LEWISON, M.; FLINT, A. S.; VAN SLUYS, K. Taking on critical literacy: The journey of newcomers and novices. Language Art, v. 79, n. 5. National Council of Teachers of English, p. 382-392, 2002./*ref*/MATTOS, A. M. A. Education for Citizenship: Introducing Critical Literacy in the EFL Classroom. In: GILLIES, R. M. (Ed.). Pedagogy: new developments in the learning sciences. New York: Nova Science Publishers, 2012. p. 191-212./*ref*/, M. A.; VALERIO, K. M. Critical Literacy and communicative teaching: gaps and intersections. RBLA, Belo Horizonte, v.10, N. 1.p. 135-158, 2010./*ref*/McLAUGHLIN, M.; DeVOOGD, G. Critical literacy: enhancing students’ comprehension of text. New York: Scholastic, 2004./*ref*/NORTON, B.; TOOHEY, K. Critical pedagogies and language learning: an introduction. IN: NORTON, B.; TOOHEY, K. (Eds.), Critical pedagogies and language learning. Cambridge University Press, 2004. p. 1-17./*ref*/MINISTRY OF EDUCATION. Secretariat of basic education. Curricular Guidelines for high School – languages, codes and their technologies, v. 1. Brasília: 2006. 239p./*ref*/OKAZAKI, T. Critical Consciousness and Critical Language Teaching. In: Second Language Studies. Volume 23, n. 2. 2005. p. 174-202. PENNYCOOK, A. The Concept of Method, Interested Knowledge, and the Politics of Language Teaching. TESOL Quarterly, v. 23, n. 4, 1989. p. 589-618./*ref*/RASHIDI, N. A Model for EFL Materials Development within the Framework of Critical Pedagogy (CP). In: English Language Teaching, v. 4, n. 2. Canadian Center of Science and Education 2011./*ref*/RICHARDS, J. C. Curriculum development in language teaching. Cambridge: Cambridge University Press, 2001. 336p./*ref*/RICHARDS, J. C.; RODGERS, T. S. Approaches and methods in language teaching. Cambridge: Cambridge University Press, 2001. 419p./*ref*/RINVOLUCRI, M. The UK, EFLese sub-culture and dialect. Folio, v. 5, n. 2. p. 12-14, 1999./*ref*/SOARES, M. 2009. Letramento: um tema em três gêneros. Belo Horizonte: Autêntica, 128 p./*ref*/WIDDOWS, S., & VOLLER, P. PANSI: A survey of the ELT needs of Japanese university students. Cross Currents, v. 18, n. 2, 1991. p.127-141.Copyright (c) 2020 Revista Brasileira de Linguística Aplicadainfo:eu-repo/semantics/openAccesseng2020-07-08T15:02:44Zoai:periodicos.letras.ufmg.br:article/15635Revistahttp://www.periodicos.letras.ufmg.br/index.php/rbla/indexPUBhttp://www.periodicos.letras.ufmg.br/index.php/rbla/oairblasecretaria@gmail.com||periodicosfaleufmg@gmail.com1984-63981676-0786opendoar:2020-07-08T15:02:44Revista Brasileira de Lingüística Aplicada (Online) - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv “But when do I do Critical Literacy?” Perspectives for designing Critical Literacy activities in EFL classrooms
title “But when do I do Critical Literacy?” Perspectives for designing Critical Literacy activities in EFL classrooms
spellingShingle “But when do I do Critical Literacy?” Perspectives for designing Critical Literacy activities in EFL classrooms
Caetano, Érika Amâncio
Critical literacy; principles; activities based on critical literacy; English language teaching (ELT); regular schools.
title_short “But when do I do Critical Literacy?” Perspectives for designing Critical Literacy activities in EFL classrooms
title_full “But when do I do Critical Literacy?” Perspectives for designing Critical Literacy activities in EFL classrooms
title_fullStr “But when do I do Critical Literacy?” Perspectives for designing Critical Literacy activities in EFL classrooms
title_full_unstemmed “But when do I do Critical Literacy?” Perspectives for designing Critical Literacy activities in EFL classrooms
title_sort “But when do I do Critical Literacy?” Perspectives for designing Critical Literacy activities in EFL classrooms
author Caetano, Érika Amâncio
author_facet Caetano, Érika Amâncio
author_role author
dc.contributor.none.fl_str_mv
dc.contributor.author.fl_str_mv Caetano, Érika Amâncio
dc.subject.por.fl_str_mv Critical literacy; principles; activities based on critical literacy; English language teaching (ELT); regular schools.
topic Critical literacy; principles; activities based on critical literacy; English language teaching (ELT); regular schools.
description This article aims to present a set of principles for the elaboration of activities critically grounded for English classes regular school settings. Such principles are based on the pillars of critical literacy according to renowned linguists and scholars of the area, as well as pre-established criteria proposed by Richards (2001) and adapted by Rashidi (2011) for critical-pedagogical practice. A brief contextualization will be presented, as well as theoretical foundations for the organization of such criteria. Following this moment, two practical examples of the elaboration of activities based on this perspective will be presented in order to demonstrate the applicability of these theories in language classes at regular schools. The directions hereby proposed are aimed at guiding the reflections of ELT teachers in the elaboration of critically based activities in their classroom.
publishDate 2020
dc.date.none.fl_str_mv 2020-07-08
dc.type.none.fl_str_mv

dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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status_str publishedVersion
dc.identifier.uri.fl_str_mv http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/15635
url http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/15635
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv /*ref*/WIDDOWS, S., & VOLLER, P. PANSI: A survey of the ELT needs of Japanese university students. Cross Currents, v. 18, n. 2, 1991. p.127-141.
/*ref*/BROWN, G. Cultural values: the interpretation of discourse. ELT Journal, Oxford, v. 44, n. 1, p. 11-17, 1 jun. 1989.
/*ref*/CAETANO, E. A. Letramentos críticos e o uso da língua alvo no ensino de língua inglesa: um olhar autoetnográfico. (Doutorado). Faculdade de Letras – Departamento de Pós-graduação em Estudos Linguísticos, Universidade Federal de Minas Gerais, Belo Horizonte, 2017.
/*ref*/CANAGARAJAH, S. Reclaiming the local in Language Policy and Practice. Lawrence Erlbaum, New Jersey, 2005. 271 p.
/*ref*/CARMO, A. R. Reflecting on the changes that have occurred in society over the past five years.2010. Available at: < http://www.artigonal.com/educacao-artigos/refletindo-as-mudancas-ocorridas-na-sociedade-nos-ultimos-cinco-anos-2991298.html >. Access on: 23 Jun. 2011.
/*ref*/DUBOC, A. P.M.The question of the assessment of English language learning according to the theories of literacy.Master'S thesis, University of São Paulo,2007. Available in: < http://www.teses.usp.br/teses/disponiveis/8/8147/tde-06112007-102340/pt-br.php>. Accessed on: 06 Jul. 2011.
/*ref*/HALL, J. K. (Re) creating our worlds with words: A sociohistorical perspective of face-to-face interaction. ELT Journal, Oxford, vol. 16, n. 2, p. 206-232, 1995.
/*ref*/HARRIS, T. L.; HODGES, R. E. The literacy dictionary: The vocabulary of reading and writing. Newark, Delaware: International Reading Association, 1995. 340p.
/*ref*/HAWKINS, M.R. Dialogic determination: constructing a social justice discourse in Language Teacher Education. In: HAWKINS, M. R. Social Justice Language Teacher Education. Bristol, UK: Multilingual Matters, 2011. p. 102-123.
/*ref*/JORGE, M. L. S. Critical Literacy, Foreign Language Teaching and The Education About Race Relations in Brazil. In: The Latin Americanist, v. 56, n. 4, p. 79-90, 2012.
/*ref*/KALANTZIS, M.; COPE, B. On Globalisation and Diversity. Elsevier, 2006.
/*ref*/KUBOTA, R. Critical Multiculturalism and Second Language Education. In: Critical Pedagogies and language learning. Cambridge University Press, 2004. 380p.
/*ref*/KUMARADIVELU, B. The Postmethod Condition: (E)merging Strategies for Second/Foreign Language Teaching. In: TESOL Quarterly, v. 28, n. 1, p. 27-48, 1994.
/*ref*/_____________. Critical Classroom Discourse Analysis. In: TESOL Quarterly, v. 33, n. 3, p. 453-484, 1999.
/*ref*/_____________. Beyond Methods: Macrostrategies for Language Teaching. New Heaven: Yale University Press, 2002. 352 p.
/*ref*/_____________. The linguistics applied in the era of globalization. In: LOPES, L.P.M. (org).By an undisciplined applied linguistics. São Paulo: Parable Editorial, 2006.p. 129-147.
/*ref*/KUMARADIVELU, B. Language Teacher Education for a Global Society. New York: Routledge, 2011. 168p.
/*ref*/LARSEN-FREEMAN, D.; ANDERSON, M. Techniques and principles in language teaching. USA: Oxford University Press, 2011. 252p.
/*ref*/LEWISON, M.; FLINT, A. S.; VAN SLUYS, K. Taking on critical literacy: The journey of newcomers and novices. Language Art, v. 79, n. 5. National Council of Teachers of English, p. 382-392, 2002.
/*ref*/MATTOS, A. M. A. Education for Citizenship: Introducing Critical Literacy in the EFL Classroom. In: GILLIES, R. M. (Ed.). Pedagogy: new developments in the learning sciences. New York: Nova Science Publishers, 2012. p. 191-212.
/*ref*/, M. A.; VALERIO, K. M. Critical Literacy and communicative teaching: gaps and intersections. RBLA, Belo Horizonte, v.10, N. 1.p. 135-158, 2010.
/*ref*/McLAUGHLIN, M.; DeVOOGD, G. Critical literacy: enhancing students’ comprehension of text. New York: Scholastic, 2004.
/*ref*/NORTON, B.; TOOHEY, K. Critical pedagogies and language learning: an introduction. IN: NORTON, B.; TOOHEY, K. (Eds.), Critical pedagogies and language learning. Cambridge University Press, 2004. p. 1-17.
/*ref*/MINISTRY OF EDUCATION. Secretariat of basic education. Curricular Guidelines for high School – languages, codes and their technologies, v. 1. Brasília: 2006. 239p.
/*ref*/OKAZAKI, T. Critical Consciousness and Critical Language Teaching. In: Second Language Studies. Volume 23, n. 2. 2005. p. 174-202. PENNYCOOK, A. The Concept of Method, Interested Knowledge, and the Politics of Language Teaching. TESOL Quarterly, v. 23, n. 4, 1989. p. 589-618.
/*ref*/RASHIDI, N. A Model for EFL Materials Development within the Framework of Critical Pedagogy (CP). In: English Language Teaching, v. 4, n. 2. Canadian Center of Science and Education 2011.
/*ref*/RICHARDS, J. C. Curriculum development in language teaching. Cambridge: Cambridge University Press, 2001. 336p.
/*ref*/RICHARDS, J. C.; RODGERS, T. S. Approaches and methods in language teaching. Cambridge: Cambridge University Press, 2001. 419p.
/*ref*/RINVOLUCRI, M. The UK, EFLese sub-culture and dialect. Folio, v. 5, n. 2. p. 12-14, 1999.
/*ref*/SOARES, M. 2009. Letramento: um tema em três gêneros. Belo Horizonte: Autêntica, 128 p.
/*ref*/WIDDOWS, S., & VOLLER, P. PANSI: A survey of the ELT needs of Japanese university students. Cross Currents, v. 18, n. 2, 1991. p.127-141.
dc.rights.driver.fl_str_mv Copyright (c) 2020 Revista Brasileira de Linguística Aplicada
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Revista Brasileira de Linguística Aplicada
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Faculdade de Letras - Universidade Federal de Minas Gerais
publisher.none.fl_str_mv Faculdade de Letras - Universidade Federal de Minas Gerais
dc.source.none.fl_str_mv Revista Brasileira de Linguística Aplicada; Vol 20, No 2 (2020): Teacher Education for the 21st Century
Revista Brasileira de Linguística Aplicada; Vol 20, No 2 (2020): Teacher Education for the 21st Century
Revista Brasileira de Linguística Aplicada; Vol 20, No 2 (2020): Teacher Education for the 21st Century
1984-6398
1676-0786
reponame:Revista Brasileira de Lingüística Aplicada (Online)
instname:Universidade Federal de Minas Gerais (UFMG)
instacron:UFMG
instname_str Universidade Federal de Minas Gerais (UFMG)
instacron_str UFMG
institution UFMG
reponame_str Revista Brasileira de Lingüística Aplicada (Online)
collection Revista Brasileira de Lingüística Aplicada (Online)
repository.name.fl_str_mv Revista Brasileira de Lingüística Aplicada (Online) - Universidade Federal de Minas Gerais (UFMG)
repository.mail.fl_str_mv rblasecretaria@gmail.com||periodicosfaleufmg@gmail.com
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