Critical literacy practices of English first additional language learners and educators: Case studies from Eersterust.
Olifant, Tilla F.M.
Olifant, Tilla F.M.
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Abstract
Recently, research on critical literacy has been receiving considerable attention from a social-cultural perspective, as it is believed that critical literacy (which also includes critical reading) is not only a knowledge gaining commodity, but is also a practice that exists between people, groups and communities in a socio-political and cultural context. It is assumed that without strong literacy skills, post-secondary education and employment options are limited. It is thus against this background that this investigation focused on the critical literacy practices of Grade 8 and 9 English first additional language (FAL) learners and educators from two high schools in Eersterust.
The study was conducted within the socio-cultural theory of literacy and literacy as a social practice framework and employed a mixed-methods research approach with both quasi-experimental and case study designs. Data were collected with survey questionnaires, pre-test post-test comprehension tests, observations and semi-structured individual and focus group interviews. The findings of the study revealed that educators do not use a critical reading literacy approach in the classroom; neither do they encourage learners to engage in classroom critical literacy practices. The findings further indicated that although learners’ self-perception is that they can analyse texts critically, the pre-test post-test revealed that learners cannot apply most of the critical reading strategies when they read. Based on the findings of the study, the researcher designed and proposed an intervention programme labelled: the participative-interactive-interdependent critical reading literacy model, which could possibly be used to assist educators as well as learners regarding how to improve their critical literacy practices in the classroom.
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Submitted in partial fulfilment of the requirements for the degree Doctor Technologiae: Language Practice in the Department of Applied Languages, Faculty of Humanities at the Tshwane University of Technology.
Date
2019-12-01
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Tshwane University of Technology
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Keywords
Critical literacy practices, Critical reading literacy, Critical reading ability, Critical reading strategies, Critical literacy instruction approach, English First Additional Language, English first additional classroom