Critical Literacy for ELT in Indonesia: What EFL Teachers should be Aware of

Anitha Thalib Mbau, Bambang Sugeng

Abstract


This article explores the basic and important issues related to critical literacy for ELT in Indonesia. Hopefully, it could contribute to improving EFL teachers’ understanding of critical literacy, particularly in Indonesia. Critical literacy is still considered as a new approach in EFL contexts. However, it is promising such benefits for both students and teachers for it might contribute to developing both teachers’ and students’ critical manners in reading and writing. This article describes the concept of critical literacy. Then, it elaborates the appropriate learning sources and activities to support the development of students’ critical literacy. After that, it describes some challenges for implementing critical literacy in ELT in the Indonesian context briefly. Finally, it offers conclusions on the important points of the topic. 


Keywords


critical literacy, ELT, learning sources, learning activities

Full Text:

PDF

References


Adi, S. S. (2012). Communicative language teaching: Is it appropriate for Indonesian context. Instructional Technology, 51, 81-87.

Anderson, G. L., & Irvine, P. (1993). Informing critical literacy with ethnography. In C. Lankshear & P. L. McLaren (Eds.), Critical literacy: Politics, praxis, and the postmodern (pp.81-104). Albany, New York: State University of New York Press.

Beck, A. S. (2005). A place for critical literacy. Journal of Adolescent & Adult Literacy, 48(5), 392-400.

Benesch, S. (1993). ESL, ideology, and the politics of pragmatism. TESOL Quarterly, 27(4), 705-717.

Ciardiello, A. V. (2004). Democracy's young heroes: An instructional model of critical literacy practices. The Reading Teacher, 58(2), 138-147.

Crookes, G., & Lehner, A. (1998). Aspects of process in an ESL critical pedagogy teacher education course. TESOL Quarterly, 32(2), 319-328.

Derewianka, B. (2003). Trends and issues in genre-based approaches. RELC Journal, 34(2), 133-154.

Endres, B. (2001). A critical read on critical literacy: From critique to dialogue as an ideal for literacy education. Educational Theory, 51(4), 401-413.

Fajardo, M. F. (2015). A review of critical literacy beliefs and practices of English language learners and teachers. University of Sydney Paper in TESOL, 10, 29-56.

Freebody, P. (2007). Literacy education in school: Research perspectives from the past, for the future. Victoria: ACER Press.

Freire, P., & Macedo, D. (1987). Literacy: Reading the word and the world. London: Routledge.

Gainer, J. (2013). 21st‐Century mentor texts: Developing critical literacies in the information age. Journal of Adolescent & Adult Literacy, 57(1), 16-19.

Gustine, G., G. (2018). A survey on critical literacy as a pedagogical approach to teaching English in Indonesia. Indonesian Journal of Applied Linguistics, 7(3), 531-537.

Halliday, M. A. K. (1994). An introduction to functional grammar (2nd ed). London: Arnold.

Harsiati, T. (2018). Karakteristik soal literasi membaca pada program pisa. Litera, 17(1), 90-106.

Huang, S. (2011). Reading “further and beyond the text”: Student perspectives of critical literacy in EFL reading and writing. Journal of Adolescent & Adult Literacy, 55(2), 145-154.

Hyland, K. (2002). Genre: Language, context, and literacy. Annual Review of Applied Linguistics, 22, 113-135.

Iftanti, E. (2012). A survey of the English reading habits of EFL students in Indonesia. Teflin Journal, 23(2), 149-164.

Izadinia, M., & Abednia, A. (2010). Dynamics of an EFL reading course with a critical literacy orientation. Journal of Language and literacy education, 6(2), 51-67.

Janks, H. (2000). Domination, access, diversity and design: A synthesis for critical literacy education. Educational Review, 52(2), 175-186.

Janks, H. (2012). The importance of critical literacy. English Teaching: Practice and Critique, 11(1), 150-163.

Kern, R. G. (2003). Literacy as a new organizing principle for foreign language education. In P. C. Patrikis (Eds.), Reading between the lines: Perspectives on foreign language. London: Yale University Press.

Kim, S. J. (2012). Critical literacy in East Asian literacy classrooms. Perspectives on Global Development and Technology, 11(1), 131-144.

Kuo, J. M. (2014). Critical literacy in the EFL classroom: Evolving multiple perspectives through learning tasks. The Journal of Asia TEFL, 11(4), 109-138.

Lewison, M., Flint, A. S., & Van Sluys, K. (2002). Taking on critical literacy: The journey of newcomers and novices. Language Arts, 79(5), 382-392.

Lock, G. (1996). Functional English grammar: An introduction for second language teachers. Cambridge: Cambridge University Press.

Luke, A. (2004). Foreword. In M. McLaughlin & G. Devoogd (Eds.), Critical literacy: Enhancing students’ comprehension of text (pp. 4–5). New York: Scholastic.

Luke, A. (2011). Regrounding critical literacy: Representation, facts, and reality. In M. Hawkins (Eds.), Key perspectives on languages and literacies. New York: Routledge.

Luke, A., & Freebody, P. (1999). Further notes on the four resources model. Retrieved from http://readingonline.org/research/lukefreebody.html

McLaughlin, M., & DeVoogd, G. (2004). Critical literacy as comprehension: Expanding reader response. Journal of Adolescent & Adult Literacy, 48(1), 52-62.

Melrose, R. (1995). The communicative syllabus: A systemic-functional approach to language teaching. London: Pinter.

Mills, K. A. (2010). A review of the “digital turn” in the new literacy studies. Review of Educational Research, 80(2), 246-271.

Morgan, W. (2002). Critical literacy in the classroom: The art of the possible. New York: Routledge.

OECD. (2016). Program for international student assessment (PISA) result from PISA 2015. Retrieved from https://www.oecd.org/pisa/PISA-2015-Indonesia.pdf

Oxfam Education. (2006). Teaching controversial issues. Global Citizenship Guides. Retrieved from https://www.oxfam.org.uk/education/resources/teaching-controversial-issues

Park, Y. (2011). Using news articles to build a critical literacy classroom in an EFL setting. TESOL Journal, 2(1), 24-51.

Pennycook, A. (1997). Vulgar pragmatism, critical pragmatism, and EAP. English for Specific Purposes, 16(4), 253-269.

Rice, J. (1998). Portable critical literacy strategies. In A. Burns & S. Hood (Eds.), Teachers’ voices 3: Teaching critical literacy (pp. 55–60). Sydney, NSW, Australia: National Centre for English Language Teaching and Research, Macquarie University

Soares, L. B., & Wood, K. (2010). A critical literacy perspective for teaching and learning social studies. The Reading Teacher, 63(6), 486-494.

Shin, H., & Crookes, G. (2005). Exploring the possibilities for EFL critical pedagogy in Korea – a two-part case study. Critical Inquiry in Language studies, an International Journal, 2(2), 113-138.

Shor, I. (1999). What is critical literacy? Journal for Pedagogy, Pluralism & Practice, 4(1), 1-26.

Suarcaya, P., & Prasasti, W. D. (2017). Investigating students’ critical reading: Critical literacy in EFL setting. Electronic Journal of Foreign Language Teaching, 14(2), 220-232.

The Books Used by the Education Unit 2016. (2018, October 5). Retrieved from http://simpuh.kemenag.go.id/regulasi/permendikbud_08_16.pdf

The National Education System 2013. (2018, October 5). Retrieved from peraturan.go.id

Yoon, B. (2016). Critical literacies: Global and multicultural perspectives. Singapore: Springer.




DOI: http://dx.doi.org/10.21462/jeltl.v4i2.255

Refbacks

  • There are currently no refbacks.




JELTL (Journal of English Language Teaching and Linguistics); Web: www.jeltl.org; Email:journal.eltl@gmail.com

Creative Commons License
JELTL by http://www.jeltl.org is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License


Indexed and Abstracted BY: