From critical literacy to critical pedagogy in English language teaching : using teacher-made materials in difficult contexts / Melina Porto, editor.
Porto, Melina, editor.
2022
LB1576
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Title From critical literacy to critical pedagogy in English language teaching : using teacher-made materials in difficult contexts / Melina Porto, editor.
ISBN 9789811657801 (electronic bk.)
9811657807 (electronic bk.)
9789811657795
9811657793
DOI https://doi.org/10.1007/978-981-16-5780-1
Published Singapore : Springer, 2022.
Language English
Description 1 online resource
Item Number 10.1007/978-981-16-5780-1 doi
Call Number LB1576
Dewey Decimal Classification 428.0071
Summary With a Foreword by Hugh Starkey and Audrey Osler, and Afterwords by Graham Crookes, Hilary Janks and Allan Luke, this book promotes critical language education and illustrates how a critical agenda can be enacted in English language education in real classrooms. It presents four cases located in primary and secondary schools in the province of Buenos Aires in Argentina in contexts that can be characterised as vulnerable or difficult. It describes the possibilities, challenges and limitations of this critical agenda using students drawings, posters, leaflets, artwork, classroom activities and conversational data as foundation, and including the voices of local teachers in their classrooms. Importantly, these teachers used teacher-made, locally produced, critical post-method materials, described by the author of those materials in one of the chapters. In this way, the book offers a unique balance of researcher, teacher and materials writer voices. These materials are included in the book and can help language teachers around the world to introduce critical perspectives in their specific contexts. The book is appealing to researchers, classroom teachers, teacher educators, and materials writers and developers interested in critical language education.
Access Note Access limited to authorized users.
Source of Description Description based on print version record.
Added Author Porto, Melina, editor.
Series English language education (Springer (Firm)) ; v. 23.
Available in Other Form From critical literacy to critical pedagogy in English language teaching.
Linked Resources Online Access
Record Appears in Online Resources > Ebooks
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Introduction
Part I: Awareness-raising on the Importance of Critical Thinking in ESOL Classrooms
Chapter One English Language Teaching in Schools that Teach Children to Think Critically
Part II: Booklets for the Primary and Secondary English Classrooms
Chapter Two Providing Critical Answers to ESOL Teachers Questions in Times of Educational Change
Part III: Lessons from Four Argentinean Classrooms
Chapter Three Developing Critical Thinking Skills through Language, Art and Reflection in a Fourth Form English Language Classroom in Argentina
Chapter Four Critical Thinkers in the Making: 5th Form Argentinian Children Start Thinking Critically as they Explore Different Ways of Interpreting the World and Enhance Human Relationships
Chapter Five Developing Critical Thinking Skills in a Multi-Grade Classroom in a Rural Primary School in the City of Veronica in Argentina
Chapter Six A School Visit to the Ecological and Cultural Park William Henry Hudson in Florencio Varela: Developing Critical Thinking in the English Class in a Disadvantaged Secondary School Context in Argentina
Part IV: A Proposal for Critical Teacher Education
Chapter Seven Teacher Education for Critical Practice in ESOL
Chapter Eight Critical Literacy: Integrating the Imaginative, Moral, Ethical and Citizenship Dimensions in the Foreign Language Classroom.

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