Developing Critical Cultural and Digital Literacy : From Primary School to Teacher Education and Back. In: PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.. Jg.3 H. 3. 26.4.2021, S. 23-38
Inhalt
- 1 Introduction
- 2 Critical literacy – definition and characteristics
- 3 A framework for planning critical literacy lessons in language classes
- 4 Critical literacy in Canadian teaching practice – the findings
- 4.1 University level
- 4.1.1 Step one: Engaging – Introduction of social concepts and related lexis
- 4.1.2 Step two: Guiding – Understanding the oppressed side: analyzing and critiquing through questioning
- 4.1.3 Step three: Extending – Connection to one’s own experiences: giving individual voice to the students and handing over control as a teacher
- 4.1.4 Step four: Praxis-reflecting – Taking action against injustice
- 4.2 Primary level
- 4.3 High school
- 5 Establishing critical literacy in German EFL teacher education in Bielefeld
- 6 Conclusion – and open questions
- Sources
- Information on the article