Exploring Bhutanese ESL teachers’ perceptions and teaching of critical reading through the Four Resources Model

Abstract

This qualitative case study aimed to explore and understand three Bhutanese middle school English as a Second Language (ESL) teachers’ teaching of critical reading in their grade-9 English lessons. Firstly, semi-structured interviews were conducted with the teachers to understand their initial perspectives on critical reading and teaching it. The teachers then used Freebody and Luke’s (1990) Four Resources Model (FRM) as an intervention to teach critical reading using the texts of their choice from the curriculum. The FRM comprises four reader roles: text decoders, participants, users and analysts. This study, however, focused on the FRM’s implications for empowering readers as text analysts. Thematic analysis was used to analyse the teachers’ pre- and post-interview responses and FRM implementation interactions. The results showed that the FRM can potentially help teachers develop pedagogical skills to engage students as text analysts, fostering their critical thinking and analytical skills.