Developing critical literacy practices of tertiary learners in the ESL classroom Critical Literacy Practices
Abstract
A major concern is that students are not critical when they read in school and this practice is carried to university. Tertiary reading necessitates students read more than one text and then synthesize the information before presenting their understanding of a topic either in a written or oral form. This means they have to effectively interact with the text and construct meaning based on their knowledge and students struggle to do this. This paper will show how students can be guided to develop critical perspectives and a better understanding of how texts position and even marginalize readers. Using a case study method data comprised observation notes, student assignments and student reflections. The findings highlight that students can move beyond passively accepting the text’s message to understand ideologies, injustices and power struggles which shape texts. This shift is further evident when students become text producers at the end of the fourteen weeks.
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Behrman, H.E. (2006). Teaching about language, power and text: A review of classroom practices that support critical literacy. Journal of Adolescent and Adult Literacy.Vol. 49 (6), 490-498
Dwee, C. Y., Anthony, E. M., Salleh, B. M., Kamarulzaman, R., & Kadir, Z. A. (2016). Creating Thinking Classrooms: Perceptions and Teaching Practices of ESP Practitioners. Procedia-Social and Behavioral Sciences, 232, 631-639.
Freire, P. (1970). Pedagogy of the oppressed. New York: Herder and Herder Jones, A. (2006). Mediating ideology in text and image: ten critical studies. Reading in a foreign language, 18(2), 140-147.
Koo, Y.L., Wong, F.F. & Kemboja Ismail. (2012). Students‟ critical consciousness through critical literacy awareness. GEMA Online® Journal of Language Studies,Vol. 12, No.1, 727-143.
Luke, A. & Freebody, P. (1999). Further notes in the four resource model. Practically Primary,4(2), 5–8.
Malaysia Education Blueprint 2013-2025. (2012). Preliminary Report, September 2012. Malaysia Ministry of Education
Masran Md Nasir & Esha Asna Zainatulnufus (2018). Teaching and learning process in Islamic education. Advanced Science Letters, Vol 24(7), 5326-5329.
McLaughlin, M. & DeVoogd, G. (2004). Critical literacy as comprehensions: Expanding reader response. Journal of Adolescent & Adult Literacy. Vol. 48, 52-56.
Nooraini Othman & Khairul Azmi Mohamad (2014). Thinking skill education and transformational progress in Malaysia. International Education Studies, 7(4), 27–32. http://doi.org/10.5539/ies.v7n4p27
Normazidah Che Musa, Koo, Y.L. & Hazita Azman. (2012). Exploring English language learning and teaching in Malaysia. GEMA Online® Journal of Language Studies. Vol. 12(1), 35-51.
Norris, K., Lucas, L., Prudhoe, C. (2012) Examining Critical Literacy – Preparing preservice teachers to use critical literacy in th early childhood classroom. Promising practices 59–62. https://files.eric.ed.gov/fulltext/EJ1001528.pdf
Puteri Rohani Megat Abdul Rahim. (2017). Fostering reading comprehension skill among ESL tertiary level students through discourse engagement. International Journal of Advanced and Applied Science Vol 4(12), 263-272.
Randip Kaur & Azianura Hani Shaari. (2019). The analysis of higher-order thining skills in English reading comprehension tests in Malaysia. Geografia Online Vol 15(1), 12-26.
Sarjit Kaur. (2013). Critical Literacy practices of English Majors in a tertiary institution. GEMA Online Journal of Language Studies Vol 13(2), 21 – 39
Shannon, P. (1995). Text, lies and videotape: Stories about life, literacy and learning. Portsmouth, NH:Heinemann
Si, H.L. (2015). Higher order thinking skills among high, moderate and low achieving learners in learning the periodic table of elements. Unpublished Masters thesis UNIMAS.
Sukiman, S., S.S. Noor and U.D. Mohd. (2013). Pengajaran kemahiran berfikir : Persepsi dan amalan guru matematik semasa pengajaran dan pembelajaran di bilik darjah (Teaching Thinking skills: Mathmetics Teachers’ Perceptions and Practices during Teaching and Learning). Jurnal Pendidikan Sains & Matematik, 2(1): 18–36.
Vijayaratnam, P. (2012). Developing Higher-order Thinking skills and team commitment via group problem solving: A bridge to the real world. 8th International Language for Specific Purposes (LSP) Seminar: Aligning Theoretical Knowledge with Professional Practice.
Zaira Abu Hasan. (2008). Peer interaction and meaning construction among ESL learners in comprehending texts in 2nd language context. Unpublished Ph.D thesis. Faculty of Modern Languages, Universiti Putra Malaysia, Serdang.
Zulkarami, M.J. (2011). Perlaksanaan kemahiran berfikir secara kreatif dalam pengajaran di Institut Perguruan Tawau, Sabah (Implementation of creative thinking skills in teaching at Teacher Institute of Tawau). Skudai, Johor: Universiti Teknologi Malaysia.
Azian Abdul Aziz@ Ahmad, Fauziah Ismail, Noor Mala Ibrahim, Norhanim Abdul Samat. (2017). Investigating the implementation of higher order thinking skills in Malaysian classrooms: insights from L2 teaching practices. Sains Humanika Vol 9(4), 65-73.
Behrman, H.E. (2006). Teaching about language, power and text: A review of classroom practices that support critical literacy. Journal of Adolescent and Adult Literacy.Vol. 49 (6), 490-498
Dwee, C. Y., Anthony, E. M., Salleh, B. M., Kamarulzaman, R., & Kadir, Z. A. (2016). Creating Thinking Classrooms: Perceptions and Teaching Practices of ESP Practitioners. Procedia-Social and Behavioral Sciences, 232, 631-639.
Freire, P. (1970). Pedagogy of the oppressed. New York: Herder and Herder Jones, A. (2006). Mediating ideology in text and image: ten critical studies. Reading in a foreign language, 18(2), 140-147.
Koo, Y.L., Wong, F.F. & Kemboja Ismail. (2012). Students‟ critical consciousness through critical literacy awareness. GEMA Online® Journal of Language Studies,Vol. 12, No.1, 727-143.
Luke, A. & Freebody, P. (1999). Further notes in the four resource model. Practically Primary,4(2), 5–8.
Malaysia Education Blueprint 2013-2025. (2012). Preliminary Report, September 2012. Malaysia Ministry of Education
Masran Md Nasir & Esha Asna Zainatulnufus (2018). Teaching and learning process in Islamic education. Advanced Science Letters, Vol 24(7), 5326-5329.
McLaughlin, M. & DeVoogd, G. (2004). Critical literacy as comprehensions: Expanding reader response. Journal of Adolescent & Adult Literacy. Vol. 48, 52-56.
Nooraini Othman & Khairul Azmi Mohamad (2014). Thinking skill education and transformational progress in Malaysia. International Education Studies, 7(4), 27–32. http://doi.org/10.5539/ies.v7n4p27
Normazidah Che Musa, Koo, Y.L. & Hazita Azman. (2012). Exploring English language learning and teaching in Malaysia. GEMA Online® Journal of Language Studies. Vol. 12(1), 35-51.
Norris, K., Lucas, L., Prudhoe, C. (2012) Examining Critical Literacy – Preparing preservice teachers to use critical literacy in th early childhood classroom. Promising practices 59–62. https://files.eric.ed.gov/fulltext/EJ1001528.pdf
Puteri Rohani Megat Abdul Rahim. (2017). Fostering reading comprehension skill among ESL tertiary level students through discourse engagement. International Journal of Advanced and Applied Science Vol 4(12), 263-272.
Randip Kaur & Azianura Hani Shaari. (2019). The analysis of higher-order thining skills in English reading comprehension tests in Malaysia. Geografia Online Vol 15(1), 12-26.
Sarjit Kaur. (2013). Critical Literacy practices of English Majors in a tertiary institution. GEMA Online Journal of Language Studies Vol 13(2), 21 – 39
Shannon, P. (1995). Text, lies and videotape: Stories about life, literacy and learning. Portsmouth, NH:Heinemann
Si, H.L. (2015). Higher order thinking skills among high, moderate and low achieving learners in learning the periodic table of elements. Unpublished Masters thesis UNIMAS.
Sukiman, S., S.S. Noor and U.D. Mohd. (2013). Pengajaran kemahiran berfikir : Persepsi dan amalan guru matematik semasa pengajaran dan pembelajaran di bilik darjah (Teaching Thinking skills: Mathmetics Teachers’ Perceptions and Practices during Teaching and Learning). Jurnal Pendidikan Sains & Matematik, 2(1): 18–36.
Vijayaratnam, P. (2012). Developing Higher-order Thinking skills and team commitment via group problem solving: A bridge to the real world. 8th International Language for Specific Purposes (LSP) Seminar: Aligning Theoretical Knowledge with Professional Practice.
Zaira Abu Hasan. (2008). Peer interaction and meaning construction among ESL learners in comprehending texts in 2nd language context. Unpublished Ph.D thesis. Faculty of Modern Languages, Universiti Putra Malaysia, Serdang.
Zulkarami, M.J. (2011). Perlaksanaan kemahiran berfikir secara kreatif dalam pengajaran di Institut Perguruan Tawau, Sabah (Implementation of creative thinking skills in teaching at Teacher Institute of Tawau). Skudai, Johor: Universiti Teknologi Malaysia.
Authors
[1]
“Developing critical literacy practices of tertiary learners in the ESL classroom: Critical Literacy Practices”, Soc. sci. humanities j., vol. 3, no. 08, pp. 1497–1504, Aug. 2019, Accessed: Nov. 23, 2024. [Online]. Available: https://sshjournal.com/index.php/sshj/article/view/446
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