Critical literacies pedagogy in the ELL classroom (MGL3036)

Content

Learning outcome

Knowledge

After completing the course, the student will have knowledge of:

• the major theories underlying critical literacies pedagogy, multiliteracies pedagogy and critical performative pedagogy and their application to the ELL classroom
• the relationship between language, culture, literacy and power and its influence on the enactment of teaching at the classroom level
• global varieties of English and the implications of English language choice and text selection in the multilingual and multicultural ELL classroom
• non-canonical texts and materials for use in the ELL classroom, including children's and young adult literature, indigenous, postcolonial and migrant literature, and digital and film-based media
• arts-based, experiential, and dialogical literature approaches for fostering intercultural competence and critical literacy skills
• arts-based qualitative research methods, ethnographic research methods and critical discourse analysis related to critical literacies pedagogy

Skills

After completing the course, the student will be able to:

• identify multiple perspectives within texts and critically evaluate these for discourses of race, ethnicity, gender, sexual orientation, poverty and class
• select, critically evaluate and adapt canonical and non-canonical texts and materials for use within the ELL classroom using a critical literacies framework
• use arts-based, experiential, and dialogical literature approaches to develop English language learners' intercultural competence and critical literacy skills
• find, refer to and reflect upon relevant English language research literature related to critical literacies pedagogy and use it in academic argumentative texts

General competencies

The student will be able to:

• use academic English confidently and functionally in spoken and written discourse when discussing critical literacies pedagogy and presenting literary and cultural materials selection for use in the ELL classroom
• apply their knowledge of critical literacies pedagogy and arts-based, experiential, and dialogical approaches to literature to further develop their own intercultural competence and critical literacy skills
• apply their knowledge of critical literacies pedagogy and research methods to their ELL teaching practice and classroom research

Required prerequisite knowledge

Recommended prerequisites

Exam

Coursework requirements

1. Being a student can be challenging, both academically and socially. Specifically for the MA courses in English, they can be perceived as challenging as the reading and writing are predominantly done in a foreign language. In addition, English is a communicative and dynamic subject that is best learned in an environment which encourages socio-constructive learning. Together with the course instructors, students will discuss and critically evaluate all subject areas in class. Many practical activities that students might use in their own classrooms will also be demonstrated and discussed, thereby bridging theory and practice. These discussions are not only important for understanding and learning the subject matter and for supporting self study, but also for the development of the students' own language abilities. Socially, attending lectures provides students with a community to connect with peers and build supportive relationships, and facilitates the development of essential communication skills that they will need as teachers of a foreign language. In order to provide both academic and social support, students are expected to attend all the lectures. If, however, they are unable to attend some, the minimum attendance is set at 70%. In-service teachers, given their working context and possibility to put theory into practice, may apply for an exemption from this requirement. However, due to the reasons previously listed, MGL students need to meet the requirement.
2. Students will record personal reflections on course content in weekly logs.
3. Students will present and critically evaluate a text of their choice for use in the ELL classroom using a critical literacies framework.
4. Students will participate in a critical performative unit to evaluate their ELL teaching experiences.

These must be approved before the students can be examined. Students who have one or more assignments not approved at first submission will be given one more submission opportunity in a new and improved version.

Course teacher(s)

Course coordinator:

Study Program Director:

Study Adviser:

Method of work

Open for

Course assessment

Literature