The development of critical literacy in the teaching of english as a foreign language in the context of a multicultural reality: tracing cultural identities in literature (Master thesis)

Deliroka, Sideri/ Δεληρόκα, Σιδερή

The present study focuses on the importance of critical literacy in the Teaching of English as a Foreign Language (TEFL), in the context of a multicultural global society. It is highlighted that the extended role of English language, as a lingua franca, puts forward new demands on its teaching, since the class forms a part of society. Consequently, the cultural element cannot be ignored, and the new roles corresponding to teachers and learners constitute teaching and learning challenges. The development of the critical reflection of students, as one of the challenges related to the extended role of the teaching of English, is attempted through the analyses of narratives which help identities emerge. It is pointed out that through this procedure, the identities of the students are also constructed. Teaching proposals with a socio-cultural orientation are presented in an effort to exploit and enrich materials from the analyses of the narratives, so that the teaching of English can go beyond its traditional role which sets linguistic goals exclusively. Each time, these teaching proposals can be adjusted to the needs of those who are taught English, as well as further enriched by teachers
Institution and School/Department of submitter: Democritus University of Thrace. School of educational sciences. Department of Educational Sciences in Early Childhood
Δημοκρίτειο Πανεπιστήμιο Θράκης. Σχολή Επιστημών Αγωγής. Τμήμα Επιστημών της Εκπαίδευσης στην Προσχολική Ηλικία
Subject classification: English language--Study and teaching
Multicultural education
Keywords: Critical literacy,Teaching English as a foreign language,Multicultural global society,Teaching proposals,Kριτικός γραμματισμός,Διδακτικές προτάσεις,Διδασκαλία της Αγγλικής ως ξένης γλώσσας,Πολυπολιτισμική παγκοσμιοποιημένη κοινωνία

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