Promoting Critical Awareness in EFL Readings: A Critical Pedagogical Proposal in 11th grade at a Subsidized School
Nowadays, teaching English does not only involve teaching the language per se, but it also involves preparing students to question the subtleties of the language in this globalized world. In the Chilean educational system, the opportunities to develop critical reading skills are scarce mainly due to...
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Chile |
| OAI Identifier: | oai:repositorio.anid.cl:10533/253162 |
| Acceso en línea: | https://hdl.handle.net/10533/253162 |
| Access Level: | acceso abierto |
| Palabra clave: | Humanidades Lenguage y Literatura Lingüística |
| Sumario: | Nowadays, teaching English does not only involve teaching the language per se, but it also involves preparing students to question the subtleties of the language in this globalized world. In the Chilean educational system, the opportunities to develop critical reading skills are scarce mainly due to the low amount of time allocated for the English subject and the lack of effective material to foster critical awareness. Thus, critical awareness in readings comes to be a challenge inside the classroom because it requires providing students with the tools to analyze and question the texts they encounter. In this context, this action research gives an account of the results obtained by implementing an online critical pedagogical proposal based on a critical approach to textbook readings. The objective was to promote critical cultural awareness in 12 eleventh-grade students from a subsidized school. The results were assessed by using an analytic rubric to evaluate the critical reading performance at the beginning and at the end of the intervention. Along the comparison of scores, data was also analyzed by the means of thematic analysis. Finally, a questionnaire with open-ended questions and a Likert scale were responded by the students. The results showed that students’ scores in the three main types of analysis –textual, discursive and social– improved by the end of the intervention. Also, students’ reported that they enjoyed and learned English throughout the implementation of the critical proposal. Further research on longer critical intervention is suggested. |
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