An EFL Model of Critical Literacies: Adapted and Reshaped from Previous Studies

다국어 초록 (Multilingual Abstract)

This article aims to suggest a model of critical literacy in English as a Foreign Language (hereafter EFL) contexts. The paper will introduce previous critical literacy models in first or second language teaching and learning and those in EFL contexts. Then, several empirical studies based on the models are introduced suggesting important issues to consider in implementing critical literacy in EFL contexts. A model of critical literacy in EFL contexts is, consequently, suggested with the three key elements for successful critical literacy implementation in EFL contexts, language for criticality development, affects and criticality development and citizenship and criticality development. The model pursues balancing conventional literacy education, critical literacy education and citizenship education. The researchers suggest balancing conventional skill-based literacy, affective pedagogy, and citizenship education with the development of critical literacies. Teacher-initiated practice and guidance, incorporation of community-sensitive topics and materials, and students’ active participation are key elements practitioners should consider in their adaptation of critical literacy instruction in EFL contexts.

목차 (Table of Contents)

• 1. INTRODUCTION
• 2. CRITICAL LITERACY MODELS
• 2.1. Critical Literacy Models for L1 or L2 Learners
• 2.2. Critical Literacy Models for EFL Learners
• 3. OUR CRITICAL LITERACY PRACTICES IN EFL CONTEXTS
• 3.1. Language for Criticality Development
• 3.2. Affects and Criticality Development
• 3.3. Citizenship and Criticality Development
• 4. OUR EFL MODEL OF CRITICAL LITERACIES
• 5. DISCUSSION
• 5.1. Language for Criticality Development
• 5.2. Affects and Criticality Development
• 5.3. Citizenship and Criticality Development
• 6. CONCLUSION