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From critical literacy to critical pedagogy in English language teachingusing teacher-made materials in difficult contexts /

Record Type:	Electronic resources : Monograph/item
Title/Author:	From critical literacy to critical pedagogy in English language teachingedited by Melina Porto.
Reminder of title:	using teacher-made materials in difficult contexts /
other author:	Porto, Melina.
Published:	Singapore :Springer Nature Singapore :2022.
Description:	xxi, 205 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	English languageStudy and teachingForeign countries.
Online resource:	https://doi.org/10.1007/978-981-16-5780-1
ISBN:	9789811657801$q(electronic bk.)

From critical literacy to critical pedagogy in English language teachingusing teacher-made materials in difficult contexts /
From critical literacy to critical pedagogy in English language teachingusing teacher-made materials in difficult contexts /[electronic resource] :edited by Melina Porto. - Singapore :Springer Nature Singapore :2022. - xxi, 205 p. :ill., digital ;24 cm. - English language education,v. 232213-6975 ;. - English language education ;v.2..

Introduction -- Part I: Awareness-raising on the Importance of Critical Thinking in ESOL Classrooms -- Chapter One English Language Teaching in Schools that Teach Children to Think Critically -- Part II: Booklets for the Primary and Secondary English Classrooms -- Chapter Two Providing Critical Answers to ESOL Teachers' Questions in Times of Educational Change -- Part III: Lessons from Four Argentinean Classrooms -- Chapter Three Developing Critical Thinking Skills through Language, Art and Reflection in a Fourth Form English Language Classroom in Argentina -- Chapter Four Critical Thinkers in the Making: 5th Form Argentinian Children Start Thinking Critically as they Explore Different Ways of Interpreting the World and Enhance Human Relationships -- Chapter Five Developing Critical Thinking Skills in a Multi-Grade Classroom in a Rural Primary School in the City of Verónica in Argentina -- Chapter Six A School Visit to the Ecological and Cultural Park William Henry Hudson in Florencio Varela: Developing Critical Thinking in the English Class in a Disadvantaged Secondary School Context in Argentina -- Part IV: A Proposal for Critical Teacher Education -- Chapter Seven Teacher Education for Critical Practice in ESOL -- Chapter Eight Critical Literacy: Integrating the Imaginative, Moral, Ethical and Citizenship Dimensions in the Foreign Language Classroom.

With a Foreword by Hugh Starkey and Audrey Osler, and Afterwords by Graham Crookes, Hilary Janks and Allan Luke, this book promotes critical language education and illustrates how a critical agenda can be enacted in English language education in real classrooms. It presents four cases located in primary and secondary schools in the province of Buenos Aires in Argentina in contexts that can be characterised as vulnerable or difficult. It describes the possibilities, challenges and limitations of this critical agenda using students' drawings, posters, leaflets, artwork, classroom activities and conversational data as foundation, and including the voices of local teachers in their classrooms. Importantly, these teachers used teacher-made, locally produced, critical post-method materials, described by the author of those materials in one of the chapters. In this way, the book offers a unique balance of researcher, teacher and materials writer voices. These materials are included in the book and can help language teachers around the world to introduce critical perspectives in their specific contexts. The book is appealing to researchers, classroom teachers, teacher educators, and materials writers and developers interested in critical language education.

ISBN: 9789811657801$q(electronic bk.)

Standard No.: 10.1007/978-981-16-5780-1doiSubjects--Topical Terms:

746177
English language
--Study and teaching--Foreign countries.

LC Class. No.: LB1576 / .F76 2022

Dewey Class. No.: 428.0071

From critical literacy to critical pedagogy in English language teachingusing teacher-made materials in difficult contexts /
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520 $a With a Foreword by Hugh Starkey and Audrey Osler, and Afterwords by Graham Crookes, Hilary Janks and Allan Luke, this book promotes critical language education and illustrates how a critical agenda can be enacted in English language education in real classrooms. It presents four cases located in primary and secondary schools in the province of Buenos Aires in Argentina in contexts that can be characterised as vulnerable or difficult. It describes the possibilities, challenges and limitations of this critical agenda using students' drawings, posters, leaflets, artwork, classroom activities and conversational data as foundation, and including the voices of local teachers in their classrooms. Importantly, these teachers used teacher-made, locally produced, critical post-method materials, described by the author of those materials in one of the chapters. In this way, the book offers a unique balance of researcher, teacher and materials writer voices. These materials are included in the book and can help language teachers around the world to introduce critical perspectives in their specific contexts. The book is appealing to researchers, classroom teachers, teacher educators, and materials writers and developers interested in critical language education.
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