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  • Research on Critical EFL Literacies: An Illustrative Analysis of Some College Level Programs in Taiwan

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    Accepted Manuscript (AM)
    Author(s)
    Dooley, K
    Exley, B
    Poulus, D
    Griffith University Author(s)
    Exley, Beryl E.
    Year published
    2016
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    Abstract
    In recent years, teachers and researchers have begun exploring the possibilities for critical English as a foreign language (EFL) education in Taiwan and other contexts. They have looked at the feasibility of critical literacy, a family of approaches to literacy education that first came to prominence in contexts where English is taught as a native or second/additional language or dialect. In general terms, the first generation of research has shown that critical EFL education is feasible. In this context, the present review looks at how issues relating to the emancipatory effects of critical EFL literacy programs and the ...
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    In recent years, teachers and researchers have begun exploring the possibilities for critical English as a foreign language (EFL) education in Taiwan and other contexts. They have looked at the feasibility of critical literacy, a family of approaches to literacy education that first came to prominence in contexts where English is taught as a native or second/additional language or dialect. In general terms, the first generation of research has shown that critical EFL education is feasible. In this context, the present review looks at how issues relating to the emancipatory effects of critical EFL literacy programs and the pedagogic means by which these effects are achieved might be investigated by researchers. The review is conducted within a framework drawn from (1) the political philosophy of Nancy Fraser that enables a nuanced description of different forms of justice, and (2) the sociological perspective of Pierre Bourdieu as developed by Allan Luke to describe literacy education. Illustrative analyses are presented of some college level English programs conducted in Taiwan. Implications are drawn for classroom-based research to assist educators to create pedagogies that expand and deepen the emancipatory effects of critical literacy in EFL and other settings. A heuristic tool in the form of a set of analytic questions is provided to inform further research in this field.
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    Journal Title
    English Teaching & Learning
    Volume
    40
    Issue
    4
    DOI
    https://doi.org/10.6330/ETL.2016.40.4.02
    Copyright Statement
    © 2016 National Taiwan Normal University. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal website for access to the definitive, published version.
    Subject
    LOTE, ESL and TESOL curriculum and pedagogy
    Publication URI
    http://hdl.handle.net/10072/340370
    Collection
    • Journal articles

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