What do critical literacy approach teaching activities look like? Selecting literary texts Creating materials Incorporating four language skills Making a ‘resource pack’

Jordão, C.M.; Fogaça, F.C. “Critical literacy in the English language classroom.” DELTA. v. 28. 2012.

The article Defining the problem: lack of critical literacy activities in public school Defining the solution: what is critical literacy Instituting the solution: requirements for critical literacy activities, the approach to creation, and a providing a resource pack

What is critical literacy? “It is based on a discursive view of the world, which attributes to language a fundamental role in the process of understanding or interpreting our experience. According to Cervetti et al (2001), reading itself is an act of coming to know the world (as well as the word) and a means to social transformation4.” (pg. 3)

“The EFL classroom can thus raise students' perception of their role in the transformation of society, once it might provide them with a space where they are able to challenge their own views, to question where different perspectives (including those allegedly present in the texts) come from and where they lead to. By questioning their assumptions and those perceived in the texts, and in doing so also broadening their views, we claim students will be able to see themselves as critical subjects, capable of acting upon the world.” (p. 4)

How to select texts for critical literacy approach activities? Van Sluys, K., Lewison, M., & Flint, A.S. (2006). Researching critical literacy: A critical study of analysis of classroom dis- course. Journal of Literacy Research, 38(2), 197–233.

Four dimensions of critical literacy 1. Disrupting a common situation or understanding 2. Interrogating multiple viewpoints 3. Focus on sociopolitical issues 4. Encourage some kind of action and reflection

How can we use these points to make activities? Texts that offer new view points or a critical rereading of ‘canonical’ stories. Activities that encourage critical thinking and reflection based on the selected texts. Space for creating discussions in the L2 of the materials to be able to participate in critical discourse in the target language.

Activity #1 “The Headstrong Historian” by Chimamanda Adichie Evaluate the quality of the text Determine age and level of text Modify and revise activity

Incorporating more language abilities 1. Reading 2. Writing 3. Speaking 4. Listening

“If I should have a daughter…” Activity #2 “If I should have a daughter…” Sarah Kay