The Feasibility of Critical Literacy Practices in an EFL Reading Class
DOI:
https://doi.org/10.17507/tpls.1309.23Keywords:
critical literacy practices, EFL reading classAbstract
This research aims to explain how critical literacy was practiced in an EFL reading class. In this reading class, students read and responded to a short story about bullying and friendship entitled Egghead. The data were generated from the classroom’s observations and interactions and students’ artifacts during the reading class. This research thoroughly examined 1) how critical literacy was employed in the reading classroom and 2) students’ engagement in the class. Using the four dimensions of critical literacy by Lewison et al. (2002), this research has figured out that critical literacy practices in the reading class are feasible to raise students’ awareness. Two significant findings are emphasized in this research. First is the positive outcomes during classroom discussions. Second, this approach can create an atmosphere that can motivate students’ enthusiasm and enjoyment. Both findings show that employing critical literacy allows students to verbalize their thoughts and opinions of their worldview, raising their awareness and understanding of social issues. However, as a role model, the teacher must engage students in a meaningful discussion while selecting and considering appropriate reading materials.
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