دورية أكاديمية
Learners' Reading between the Signs in the English Second Language Classroom
| العنوان: | Learners' Reading between the Signs in the English Second Language Classroom |
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| اللغة: | English |
| المؤلفون: | Sibanda, Rockie (ORCID |
| المصدر: | Reading & Writing: Journal of the Literacy Association of South Africa. 2022 13(1). |
| الإتاحة: | AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://rw.org.za/index.php/rwTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 10 |
| تاريخ النشر: | 2022 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| الواصفات: | Second Language Learning Second Language Instruction Foreign Countries Critical Literacy Intervention Signs Teaching Methods Language Planning Language Usage English (Second Language) Critical Reading Creative Thinking Critical Thinking Discourse Analysis Classification Poverty Areas Crime Safety Gender Bias Semiotics Secondary School Students Neighborhoods Antisocial Behavior Student Attitudes Indo European Languages African Languages Disadvantaged Schools |
| مصطلحات جغرافية: | South Africa |
| تدمد: | 2079-8245 2308-1422 |
| مستخلص: | Background: In South Africa, developing criticality among learners is essential for their careers in school and outside school. However, knowledge and understanding of critical literacy within the schooling context is unclear, with only patchy guidance available for teachers. Objectives: An intervention project was set up to discover how community signs could be used as a pedagogical tool for teaching learners to be critical readers. The focus of the study was teaching English second language learners to use language as an instrument for creative and critical thinking. Method: In this 'study within a study', the learners' role has been elevated to that of researchers. As 'researchers', the learners collected community signs from around their township and conducted interviews with community members. They analysed the signs and interview transcripts using Fairclough's method of critical discourse analysis. The social semantic theory was used to anchor this study. Results: The first attempt at being critical readers was the categorisation of data. Three categories that formed broad themes were observed. The learners' responses gave insight into their own 'processes' of reception and processes of production of the signs. The results suggest learners developing an ability to read signs as instantiations of township discourses. Conclusion: Teaching critical literacy awareness can be achieved when teachers use texts drawn from familiar contexts. The study contributes to knowledge on how unconventional texts can be used in the classroom to develop criticality among learners. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| رقم الانضمام: | EJ1334763 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2079-8245 2308-1422 |
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