批判性读写课:超越高等教育中的英语学习与教学

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Language Learning in Higher Education Pub Date : 2023-10-01 DOI:10.1515/cercles-2023-2024
Zeynep Mine Derince
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引用次数: 0

摘要

摘要本文旨在分析土耳其高等教育英语教学环境中批判性读写教学作为一种变革教学方法的引入。运用弗莱里安对教育的理解,该方法试图挖掘学生和教师带入课堂的社会政治意识,共同构建知识,同时促进身份形成和社会转型。学生和教师都被鼓励将课程与他们自己的不同经历联系起来,并分析与他们的生活和更广泛的背景相关的更广泛的社会问题。因此,课程、语言教学和学习环境、材料和语言政策等问题作为课堂语言学习和教学过程的一部分,从批判的角度进行了仔细审查。这项研究的发现为语言学习和教学实践提供了重要的见解,并展示了批判性读写作为一种教学方法如何有助于在课堂上创造更有意义和支持性的学习环境,并建议在相关参与者之间加强互动。
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A critical literacy class: beyond English learning and teaching in Higher Education
Abstract This article aims at analyzing the introduction of Critical Literacy as a transformative teaching approach in an English language teaching setting at tertiary level in Turkey. Applying a Freirian understanding of education, the method sought to tap the sociopolitical consciousness brought into the classroom by students and teachers and co-construct knowledge collectively while contributing to identity formation and social transformation. Both learners and teachers were encouraged to relate the curriculum to their own diverse experiences and to analyze broader social issues that are relevant to their lives and to wider contexts. Consequently, such issues as curriculum, language teaching and learning environment, materials and language policies were scrutinized from a critical perspective as part of the language learning and teaching process taking place in the classroom. The findings of this research provide significant insights for language learning and teaching praxis and show how Critical Literacy as a teaching method can contribute to the creation of more meaningful and supportive learning environments in classrooms and suggest empowering interactions among the actors involved.
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来源期刊
Language Learning in Higher Education
Language Learning in Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.00
自引率
0.00%
发文量
18
期刊介绍: Language Learning in Higher Education deals with the most relevant aspects of language acquisition at university. The CercleS journal presents the outcomes of research on language teaching, blended learning and autonomous learning, language assessment as well as aspects of professional development, quality assurance and university language policy. Its aim is to increase the quality of language teaching and learning programmes offered by university language centers and other providers in higher education by presenting new models and by disseminating the best results of research activities carried out at language centers and in other higher education departments.
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