Genre Instruction and Critical Literacy in Teacher Education: Features of a Critical Foreign Language Pedagogy in a University Curriculum

L2 Journal Pub Date : 2020-09-16 DOI:10.5070/L212245951
B. Mitsikopoulou
{"title":"Genre Instruction and Critical Literacy in Teacher Education: Features of a Critical Foreign Language Pedagogy in a University Curriculum","authors":"B. Mitsikopoulou","doi":"10.5070/L212245951","DOIUrl":null,"url":null,"abstract":"Author(s): Mitsikopoulou, Bessie | Abstract: This paper focuses on critical pedagogy and EFL teacher education and it argues that it would be unrealistic to expect students who have been educated through traditional university curricula (aiming to deliver content through a ‘banking model’) to become critical foreign language teachers and educators. The education of future teachers requires new university curricula which view literacy as a critical social practice and prepare them through transformative pedagogies, encouraging them to examine critically their values and beliefs by developing a reflexive knowledge base, an appreciation for multiple perspectives and a sense of critical consciousness and agency.Based on this premise, the article presents the case of Genres in English, an undergraduate language course at the Department of English Language and Literature of the National and Kapodistrian University of Athens, aiming to raise students’ critical literacy. Using the tools of Systemic Functional Grammar and drawing on a genre-based approach to writing development, the course initially invites students to take up the role of critical text analysts deconstructing academic and media texts and at a later stage to engage in a popularization of science writing task mediating information from an academic to a media text. Through language tasks which approach genres as historical constructs, students are introduced to the ideological nature of discourses and genres and they explore the conditions of production, distribution and consumption of texts. To evaluate the effectiveness of this approach, the paper presents the findings from a small-scale research conducted with students who have attended the course.","PeriodicalId":328034,"journal":{"name":"L2 Journal","volume":"5 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2020-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"L2 Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5070/L212245951","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 2

Abstract

Author(s): Mitsikopoulou, Bessie | Abstract: This paper focuses on critical pedagogy and EFL teacher education and it argues that it would be unrealistic to expect students who have been educated through traditional university curricula (aiming to deliver content through a ‘banking model’) to become critical foreign language teachers and educators. The education of future teachers requires new university curricula which view literacy as a critical social practice and prepare them through transformative pedagogies, encouraging them to examine critically their values and beliefs by developing a reflexive knowledge base, an appreciation for multiple perspectives and a sense of critical consciousness and agency.Based on this premise, the article presents the case of Genres in English, an undergraduate language course at the Department of English Language and Literature of the National and Kapodistrian University of Athens, aiming to raise students’ critical literacy. Using the tools of Systemic Functional Grammar and drawing on a genre-based approach to writing development, the course initially invites students to take up the role of critical text analysts deconstructing academic and media texts and at a later stage to engage in a popularization of science writing task mediating information from an academic to a media text. Through language tasks which approach genres as historical constructs, students are introduced to the ideological nature of discourses and genres and they explore the conditions of production, distribution and consumption of texts. To evaluate the effectiveness of this approach, the paper presents the findings from a small-scale research conducted with students who have attended the course.
教师教育中的体裁教学与批判素养:大学课程中批判外语教学法的特点
摘要:本文主要关注批判性教学法和英语教师教育,认为期望通过传统大学课程(旨在通过“银行模式”提供内容)接受教育的学生成为批判性外语教师和教育者是不现实的。未来教师的教育需要新的大学课程,将读写能力视为一种批判性的社会实践,并通过变革性教学法为他们做好准备,鼓励他们通过发展反思性知识基础、对多种观点的欣赏以及批判性意识和能动性来批判性地审视自己的价值观和信仰。在此前提下,本文以雅典国立和卡波迪特兰大学英语语言文学系的本科语言课程《英语体裁》为例,旨在培养学生的批判素养。本课程使用系统功能语法的工具,并以体裁为基础的写作发展方法,首先邀请学生担任批判性文本分析者的角色,解构学术和媒体文本,并在稍后阶段参与科学写作的普及任务,将信息从学术文本转移到媒体文本。通过语言任务,接近体裁作为历史结构,学生介绍到话语和体裁的意识形态性质,他们探索生产,分配和文本消费的条件。为了评估这种方法的有效性,本文介绍了对参加过该课程的学生进行的小规模研究的结果。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术官方微信