Exploring the Effects of Implementing Hilary Janks’ Critical Literacy Model in a University EFL Classroom

Abstract

This study explored the effects of implementing Janks’ critical literacy model with EFL students at a private university in Colombia. Following this model, an instructional unit was designed and implemented to help students develop critical literacy by reflecting on gender stereotypes, analyzing TV commercials stereotyping women, and writing expository essays about such stereotypes. The data included samples of students’ work, audio-recorded classes, and interviews. Findings showed that most students gained awareness of how gender stereotypes are promoted in TV ads and how these discriminate against women. They also gained experience in the widely valued genre of expository essays in which they stated and supported their own stance towards common traditional gender stereotypes. In addition, students could bring into the classroom and capitalize on their diverse assumptions and experiences about such issues. Finally, students were able to produce expository essays that challenge gender stereotypes, using a wide variety of language resources.