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Exploring the challenges of helping ...

Nam, Jihyun.

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Exploring the challenges of helping students develop critical responses to ESL reading textbooks.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring the challenges of helping students develop critical responses to ESL reading textbooks./
作者:	Nam, Jihyun.
面頁冊數:	257 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.
Contained By:	Dissertation Abstracts International74-12A(E).
標題:	Education, English as a Second Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3591397
ISBN:	9781303319723

Exploring the challenges of helping students develop critical responses to ESL reading textbooks.
Nam, Jihyun.

Exploring the challenges of helping students develop critical responses to ESL reading textbooks. - 257 p.

Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.

Thesis (Ph.D.)--Indiana University, 2013.

This item is not available from ProQuest Dissertations & Theses.

Drawing on Habermas's theory of communicative action and Carspecken's critical methodological theory for its philosophical foundations, this critical qualitative research study aimed to explore the possibility of utilizing principles of critical literacy in the English as a second language (ESL) classroom, specifically applying its practices to ESL reading texts. It also explored the possibility of raising my own critical awareness as both researcher and teacher by critically reflecting on my subjectivity, examining not just my thoughts and feelings but also my teaching practices. This study is of potential benefit to the field of language education because, whereas considerable research on critical literacy has been conducted in the context of English as a native language, a moderate amount of research has been conducted in the ESL context and no research specifically addressing critical literacy in the Intensive English Program (IEP) context, addressed in this study, has been identified.

ISBN: 9781303319723Subjects--Topical Terms:

1030294
Education, English as a Second Language.

Exploring the challenges of helping students develop critical responses to ESL reading textbooks.
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245 1 0 $a Exploring the challenges of helping students develop critical responses to ESL reading textbooks.
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500 $a Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.
500 $a Adviser: Mitzi Lewison.
502 $a Thesis (Ph.D.)--Indiana University, 2013.
506 $a This item is not available from ProQuest Dissertations & Theses.
506 $a This item must not be sold to any third party vendors.
520 $a Drawing on Habermas's theory of communicative action and Carspecken's critical methodological theory for its philosophical foundations, this critical qualitative research study aimed to explore the possibility of utilizing principles of critical literacy in the English as a second language (ESL) classroom, specifically applying its practices to ESL reading texts. It also explored the possibility of raising my own critical awareness as both researcher and teacher by critically reflecting on my subjectivity, examining not just my thoughts and feelings but also my teaching practices. This study is of potential benefit to the field of language education because, whereas considerable research on critical literacy has been conducted in the context of English as a native language, a moderate amount of research has been conducted in the ESL context and no research specifically addressing critical literacy in the Intensive English Program (IEP) context, addressed in this study, has been identified.
520 $a Five ESL participants recruited from the IEP at a major US Midwestern university engaged in critical literacy practices, which consisted of eight group discussion sessions about the content and points of view of selected ESL texts. Audio and video recorded discussion data were analyzed through critical literacy frameworks including the four resources model (Luke & Freebody, 1997, 1999) and the four dimensions model (Lewison, Flint, & Van Sluys, 2002; Lewison, Leland, & Harste, 2008), and Carspecken's (1996, 2010) critical qualitative research frameworks including coding procedures and reconstructive analysis for meaning reconstruction. In addition, philosophical concepts from Habermas and Carspecken were frequently employed for deeper analysis of the discussion data.
520 $a The analysis of the discussion data revealed that participants engaged in critical social practices by disrupting the commonplace, considering multiple viewpoints, and/or focusing on the sociopolitical in a variety of ways. Critical reflection on my subjectivity illuminated what I had not previously been aware of in terms of my beliefs and teaching practices. Based on the findings, this research study offers ESL/IEP educators a variety of effective strategies to promote ESL students' critical engagement with their texts and further suggests a new philosophically oriented critical literacy framework.
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