Název: Exploring identities in the ELF class : a critical proposal
Zdrojový dokument: Brno studies in English. 2018, roč. 44, č. 1, s. [5]-26
Rozsah
[5]-26
-
ISSN0524-6881 (print)1805-0867 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/BSE2018-1-1
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/138665
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
This article critically discusses the extended role of English as a global language and the subsequent impact on the teaching of English as a lingua franca (ELF). It is pointed out that, in ELF contexts, culture cannot be ignored and that the analysis of the language of literary narratives in class could contribute to the development of students' critical literacy and identities, as well as to the investigation of the identities put forward in literary narratives. The approach proposed goes beyond the traditional focus of language teaching on exclusively linguistic goals: the analysis of a narrative example as well as some tentative teaching proposals based on it are intended to underscore the importance of a sociolinguistic and critical orientation to ELF teaching denaturalizing the dominance of English language and culture and leaving space for the negotiation of students' identities in class.
Reference
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[2] Archakis, Argiris and Villy Tsakona (2013) Sociocultural diversity, identities, and critical education: Comparing conversational narratives at school. Critical Literacy: Theories and Practices 7(1), 48–62.
[3] Bakhtin, Michail Michailovich (1984) Problems of Dostoevsky's Poetics. Ed. and Trans. Caryl Emerson. Minneapolis: University of Minnesota Press.
[4] Bamberg, Michael (1997) Positioning between structure and performance. Journal of Narrative and Life History 7(1–4), 335–342. | DOI 10.1075/jnlh.7.42pos
[5] Bamberg, Michael (2004) Form and functions of "slut-bashing" in male identity construction in 15-year-olds. Human Development 47(6), 331–353. | DOI 10.1159/000081036
[6] Bamberg, Michael (2010) Who am I? Narration and its contribution to self and identity. Theory and Psychology 21 (1), 1–22.
[7] Barrett, Matt (2016) History of Greece: The Ottoman Period. http://www.ahistoryofgreece.com/turkish.htm (accessed on November 19, 2016).
[8] Bean, Thomas W. and Karen Moni (2003) 'Developing students' critical literacy: Exploring identity construction in young adult fiction'. Journal of Adolescent and Adult Literacy 46 (8), 638–648.
[9] Benwell, Bethan and Elizabeth Stokoe (2006) Discourse and Identity. Edinburgh: Edinburgh University Press.
[10] Blell, Gabriele and Sabine Doff (2014) It takes more than two for this tango: Moving beyond the self/other-binary in teaching about culture in the global EFL-classroom. Zeitschrift für Interkul-turellen Fremdsprachenunterricht 19(1), 77–96. http://tujournals.ulb.tu-darmstadt.de/index.php/zif/article/view/17/14 (accessed June 13, 2017).
[11] Bruner, Jerome (1991) The narrative construction of reality. Critical Inquiry 18(1), 1–21. | DOI 10.1086/448619
[12] Chryssochoou, Xenia (2011) Multicultural Reality: Socio-psychological Determinants of Cultural Diversity. Athens: Pedio. [in Greek]
[13] Correia, Rosane (2006) Encouraging critical reading in the EFL classroom. English Teaching Forum 44(1), 16–19. https://americanenglish.state.gov/files/ae/resource_files/06-44-1-d.pdf (accessed June 13, 2017).
[14] Crystal, David (2003) English as a Global Language. Cambridge: Cambridge University Press (First Published 1997).
[15] Curdt-Christiansen, Xiao Lan (2010) Competing priorities: Singaporean teachers' perspectives on critical literacy. International Journal of Educational Research 49(6), 184–194. | DOI 10.1016/j.ijer.2011.04.001
[16] Deliroka, Sideri (2017) The development of critical literacy in the teaching of English as a foreign language in the context of a multicultural reality: Tracing cultural identities in literature. Unpublished MA thesis, Democritus University of Thrace, Greece.
[17] Durrell, Gerald (2006) My Family and Other Animals. London: Puffin (First Published 1956).
[18] Ellis, Richard and Anne McClintock (1990) If You Take My Meaning: Theory into Practice in Human Communication. London: Edward Arnold.
[19] Fairclough, Norman (ed.) (1992) Critical Language Awareness. London: Longman.
[20] Felipe Fajardo, Margarita (2015) A review of critical literacy beliefs and practices of English language learners and teachers. University of Sydney Papers in TESOL 10, 29–56.
[21] Firth, Alan (1996) The discursive accomplishment of normality: On "lingua franca" English and conversation analysis. Journal of Pragmatics 26(2), 237–259. | DOI 10.1016/0378-2166(96)00014-8
[22] Fredricks, Lori (2007) A rationale for critical pedagogy in EFL: The case of Tajikistan. The Reading Matrix 7(2), 22–28. http://www.readingmatrix.com/articles/fredricks/article2.pdf (accessed June 13, 2017).
[23] Gee, James Paul (2004) Learning language as a matter of learning social languages within discourses. In: Hawkins, Margaret R. (ed.) Language Learning and Teacher Education: A Sociocultural Approach. Clevedon: Multilingual Matters, 13–31.
[24] Georgakopoulou, Alexandra and Dionysis Goutsos (2004) Discourse Analysis: An Introduction, 2nd ed. Edinburgh: Edinburgh University Press.
[25] Goodreads (2017a) Venice quotes. https://www.goodreads.com/work/quotes/2308055-venice-pure-city (accessed on June 17, 2016).
[26] Goodreads (2017b) Peter Heather Quotes. https://www.goodreads.com/author/quotes/39942.Peter_Heather (accessed on June 17, 2016).
[27] Janks, Hilary (2010) Literacy and Power. London: Routledge.
[28] Koupaee Dar, Zeinab, Ali Rahimi and Mohammad Reza Shams (2010) Teaching reading with a critical attitude: Using critical discourse analysis (CDA) to raise EFL university students' critical language awareness (CLA). International Journal of Criminology and Sociological Theory 3(2), 457–476.
[29] Labov, William (1972) Language in the Inner City. Philadelphia: University of Pennsylvania Press.
[30] Labov, William and Joshua Waletzky (1967) Narrative analysis: Oral versions of personal experience. In: Helm, June (ed.) Essays on the Verbal and Visual Arts. Seattle: University of Washington Press, 12–44.
[31] Li, Charles N. (1986) Direct and indirect speech: A functional study. In: Coulmas, Florian (ed.) Direct and Indirect Speech. Berlin: Mouton de Gruyter, 29–45.
[32] Mesthrie, Rajend, Joan Swann, Ana Deumert, and William L. Leap (2000) Introducing Sociolinguistics. Edinburgh: Edinburgh University Press.
[33] Morgan, Wendy (1998) Critical literacy. In: Sawyer, Wayne, Ken Watson and Eva Gold (eds.) Reviewing English. Sydney: St Clair Press, 154–163.
[34] Ngozi Adichie, Chimamanda (2009) The danger of a single story. https://www.youtube.com/watch?v=D9Ihs241zeg (accessed on January 15, 2018).
[35] Norton, Bonny (2010) Identity, literacy, and English-language teaching. TESL Canada Journal/ Revue TESL du Canada 28(1), 1–13.
[36] Phillipson, Robert (2011) English: From British Empire to corporate empire. Sociolinguistics Studies 5(3), 441–464.
[37] Porto, Melina (2010) Culturally responsive L2 education: An awareness-raising proposal. ELT Journal 64(1), 45–53. | DOI 10.1093/elt/ccp021
[38] Shor, Ira (1999) What is critical literacy? The Journal of Pedagogy, Pluralism and Practice 1(4). http://www.lesley.edu/journal-pedagogy-pluralism-practice/ira-shor/critical-literacy (accessed on June 13, 2017).
[39] Vasquez, Vivian Maria, Stacie L. Tate and Jerome C. Harste (2013) Negotiating Critical Literacies with Teachers: Theoretical Foundations and Pedagogical Resources for Pre-service and In-service Contexts. New York: Routledge.
[40] Wallace, Catherine (2003) Critical Reading in Language Education. Basingstoke: Palgrave Macmillan.