To Construct the Practical Strategies for Critical Literacy Curriculum at the Classroom Level: Connecting the Students’ Critical Perspectives to Reading
The purpose of the paper was to argue that school teachers could make a critical literacy curriculum for all the students including the disadvantaged students at the classroom level. There were three dimensions discussed in the paper. The first one was to define the category of critical literacy and to form the goals of the curriculum which were to develop the students’ high level literacy, including critical literacy, and to enlighten their critical consciousness to understand themselves and construct their social consciousness. The second dimension was to discuss the strategies of critical literacy instruction and it suggested to hold three principles: the teachers could guide the students to engage in reading and make text meanings out, to guide them to discuss the cultural difference with their life experience, and to discuss the social issues of text and to have social awareness. The core strategy of reading instruction was included three concert methods: the teachers could form the students’ critical perspectives and stances to read, to insight the ideology of text context, to use discourse analysis in the process of reading and representing text meanings. The third dimension was that the teachers could construct the environments of classroom discourse and to change their teaching language and form the students’ learning language. The most important element of the practical framework is the teachers’ role that they believe their students and they could adopt scaffolding teaching, and plan and reflect the content of classroom discourse, and positively support their students to develop critical literacy.
|關鍵詞||批判識能、批判識能課程、critical literacy、critical literacy curriculum|