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Critical Literacy as a Pedagogical Goal in English Language Teaching

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Second Handbook of English Language Teaching

Part of the book series: Springer International Handbooks of Education ((SIHE))

Abstract

In this chapter, the authors provide an overview of the area of critical literacy as it pertains to second language pedagogy (curriculum and instruction). After considering the historical origins of critical literacy (from antiquity and including in first language education), they consider how it began to penetrate the field of applied linguistics. They note the geographical and institutional spread of critical literacy practice as documented by published accounts. They then sketch the main features of L2 critical literacy practice. To do this, they acknowledge how practitioners have reported on their practices regarding classroom content and process. The authors also draw attention to the outcomes of these practices as well as challenges that practitioners have encountered in incorporating critical literacy into their second language classrooms.

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Author information

Authors and Affiliations

  1. Murdoch University, Perth, WA, Australia

    Arman Abednia

  2. University of Hawai‘i at Mānoa, Honolulu, HI, USA

    Graham V. Crookes

Authors
  1. Arman Abednia
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  2. Graham V. Crookes
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Correspondence to Arman Abednia .

Editor information

Editors and Affiliations

  1. University of New South Wales, Sydney, NSW, Australia

    Xuesong Gao

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Abednia, A., Crookes, G.V. (2019). Critical Literacy as a Pedagogical Goal in English Language Teaching. In: Gao, X. (eds) Second Handbook of English Language Teaching. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-02899-2_14

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