The goal of this study is to suggest a definition for critical literacy and, based on its educational values and strategies, to present a set of guidelines for a critical literacy education based on the use of literature texts.
In this study, I adv...
The goal of this study is to suggest a definition for critical literacy and, based on its educational values and strategies, to present a set of guidelines for a critical literacy education based on the use of literature texts.
In this study, I advocated the necessity for a critical literacy education by demonstrating its value through its application Korean for academic purpose foreign students language class. The subjects of this study has been chosen among undergraduate foreign students because their language education is often based on language skills, while the sociocultural context is often less considered. Thus, in this study I first defined critical literacy and then I revised a model for critical literacy that suit the needs of Korean language education. The revised model has been applied to a Korean language critical literacy classroom of 15 foreign undergraduate students.
I collected students’ s assignment and registered classroom discussions, I conducted semi-structured interviews and focus group interviews, and I kept a teacher’s journal. By analyzing this material I searched for developments in students’ critical literacy. Results of this analysis are as follow. First, students’ attention switched with time from gathering and interpreting information to the analysis, evaluation and critics of practice. In particular, they began to reflect on their own academic practice. Secondly, students began to understand the importance of class objectives and purposes of a text. Third, it was possible to observe a better understanding of the sociocultural context of texts through the acknowledgement of the identity of people from other cultures. Fourth, students recognized that what can be criticized is not only the content, but the language as well. In this teaching context, the teacher participates in the classroom by exchanges with students, and his/her role is of assistance, helping students to extent their critical thinking to their academic life.
I defined the guidelines for a critical literacy education with the content from real classroom experience and these are divided into guidelines for a critical practice and in guidelines for discussions about intercultural practice.
This study is important for three aspects. First, it is the first study analyzing critical literacy education in Korean language teaching. Classes was successful because students were able to understand not only the language, but the sociocultural context too, and they also understood the importance of a practice focused on intercultural comprehension. Third, this study shows how literature can be effective in the teaching of critical literacy.
Literacy, whom importance is stressed in foreign language education, and moreover critical literacy, expands the subject of the interpretation to the society and it is important because let the students understand it critically. In the future, critical literacy education should be applied to students with different learning purposes.
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