DOI:
https://doi.org/10.14483/udistrital.jour.calj.2015.1.a04Published:
2015-01-21Issue:
Vol 17, No 1 (2015) January-JuneSection:
Research ArticlesWhy does critical literacy hit a snag in the iranian EFL setting?
¿Por qué la alfabetización crítica tiene inconvenientes en el contexto Iraní del Inglés como lengua extranjera?
Keywords:
alfabetización crítica, educación crítica, EFL, alfabetización (es).Keywords:
Literacy, EFL, Critical Literacy, Critical Education (en).Abstract (en)
This study sought to elucidate the challenges of critical literacy practice in the Iranian context. The objectives were twofold: (a) to find out which challenges teachers and students face in the practice of critical literacy and (b) to explore the state of critical literacy in language education. To this end, a sample of 12 English teachers and 120 students majoring in TEFL took part in the study. Data collection procedure was based on students’ reflective notes, semi-structured interviews, and classroom observations. The analysis of the interviews revealed that factors including a) lack of the teachers’ familiarity with the concept and tenets of critical literacy, b) students’ poor English proficiency, c) lack of attention to critical literacy in curriculum and d) political issues were the major challenges. Classroom observations and students’ reflective notes showed that teachers did not encourage students to become involved in ideologies imbedded in the texts.
Abstract (es)
Este estudio trata de dilucidar los desafíos de la práctica crítica de alfabetización en el contexto iraní. Los objetivos fueron dos: (a) averiguar con qué desafíos se enfrentan los profesores y los estudiantes en la práctica de la alfabetización crítica y (b) explorar el estado de la alfabetización crítica en la enseñanza de idiomas. Con este fin, una muestra de 12 profesores de inglés y 120 estudiantes que se especializan en TEFL participó en el estudio. El procedimiento de recolección de datos se basó en las notas de reflexión de los estudiantes, entrevistas semiestructuradas y observaciones en el aula. El análisis de las entrevistas reveló que factores incluyendo a) la falta de familiaridad de los profesores con el concepto y principios de la alfabetización crítica, b) el dominio pobre del inglés de los estudiantes, c) la falta de atención a la alfabetización crítica en el currículo y d) las cuestiones políticas eran los principales retos. Las observaciones en los salones de clase y las notas de reflexión de los estudiantes mostraron que los profesores no animan a sus estudiantes a participar en las ideologías incrustadas en los textos.
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