“But When do I do Critical Literacy?” Perspectives for Designing Critical Literacy Activities in EFL Classrooms

Caetano, Érika Amâncio

doi:10.1590/1984-6398202015635

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Revista Brasileira de Linguística Aplicada

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Articles • Rev. bras. linguist. apl. 20 (2) • Apr-Jun 2020 • https://doi.org/10.1590/1984-6398202015635 copy

“But When do I do Critical Literacy?” Perspectives for Designing Critical Literacy Activities in EFL Classrooms

“Mas quando eu faço letramento crítico?” Perspectivas para a elaboração de atividades de letramento crítico em salas de aula de língua inglesa

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

This paper aims to present a set of principles for the design of critically grounded activities for English classes in regular school settings. Such principles are based on the pillars of critical literacy according to renowned linguists and scholars of the area, as well as pre-established criteria proposed by Richards (2001)RICHARDS, J. C. Curriculum Development in Language Teaching. Cambridge: Cambridge University Press , 2001. DOI: https://doi.org/10.1017/CBO9780511667220
https://doi.org/https://doi.org/10.1017/... and adapted by Rashidi (2011)RASHIDI, N. A Model for EFL Materials Development Within the Framework of Critical Pedagogy (CP). English Language Teaching, Ontario, v. 4, n. 2, p. 250-259, 2011. DOI: https://doi.org/10.5539/elt.v4n2p250
https://doi.org/https://doi.org/10.5539/... for critical-pedagogical practice. A brief contextualization will be presented, as well as theoretical foundations for the organization of such criteria. Following this moment, two practical examples, based on the Brazilian context, will be presented in order to demonstrate the applicability of these theories in language classes at regular schools. The directions hereby proposed are aimed at guiding ELT teachers’ reflections as they try to implement critically based activities in their classrooms.

Keywords:
Critical literacy; principles; activities based on critical literacy; English language teaching (ELT); regular schools

Principles for designing activities based on CL	Traces of inclusion of the principle in Activity 1
1. Factors for designing materials within the critical perspective ( RICHARDS, 2001RICHARDS, J. C. Curriculum Development in Language Teaching. Cambridge: Cambridge University Press , 2001. DOI: https://doi.org/10.1017/CBO9780511667220 https://doi.org/https://doi.org/10.1017/... *apud* RASHIDI, 2011RASHIDI, N. A Model for EFL Materials Development Within the Framework of Critical Pedagogy (CP). English Language Teaching, Ontario, v. 4, n. 2, p. 250-259, 2011. DOI: https://doi.org/10.5539/elt.v4n2p250 https://doi.org/https://doi.org/10.5539/... )
Program factors	A. The program demanded the use of the Present Continuous (PC) and the introduction of the cartoon genre at the end of the second stage of the school year, and the activity promoted a review of the PC along with a comparison between cartoons and comic strips.
A. purpose: related to the overall objective of the program.
B. objectives: related to the actual results/specific objectives of the program.	B. The activity is in agreement with the set of specific objectives from the program, especially regarding the reading strategies such as activation of previous knowledge, analysis of verbal and non-factual information and discussion on the intention of the author of the texts.
Content factors	A. The activity was in accordance with the coursebook (CB), which presented the theme Peace activists.
A. definition of content: related to the definition of themes used in materials	B. A link was established between the previous unit, which worked with comics and the Present Continuous, and the beginning of the unit on Peace activists.
B. content Source: related to content selection source	C. Although the activity represents a review of the previously given content, it is not sequenced within the CB.
C. content disposition: related to the content sequence
Pedagogical factors	A. The activity involved the same reading strategies taught by the participant teacher in other activities.
A. the process of education: related to the method of knowledge and education in materials	B. The chosen cartoons covered locally situated problems - the protests in Brazil in June and July of 2013.
B. the resort of the culture of origin: related to the position of local cultures in ELT materials
Factors related to teacher	A. The activity was reviewed by the participant teacher and was taught by the teacher herself, so as not to alter aspects related to her practice and to the dynamics in the classroom.
A. the role of the teacher: related to the role that the material plays for the teacher	B. The activity was proposed to the participant teacher and accepted for being in conformity with the objectives established in the course plan, among them “to develop critical awareness about the English language in the student”.
B. Teacher's expectations: related to the supposed expectations that the teacher takes to the classroom when using the materials
Factors related to the learner	A. The activity considered the interaction of the student with the material, in order to instigate its participation.
A. the role of the student: related to the role that the material plays for the student	B. The theme “protests in Brazil” was chosen because of the countless absences of students from class in a day that coincided with a protest in the city. In the following class, the students confirmed that they had been absent to participate in the protests.
B. expectations of the learner: related to the alleged expectations that the student takes to the room when using the materials
2. Criteria for the presence of CL
I. “(...) A philosophy or approach to education that considers how education can empower individuals with the tools to understand and criticize the world, aiming to promote social justice” (JORGE, 2012JORGE, M. L. S. Critical Literacy, Foreign Language Teaching and the Education about Race Relations in Brazil. The Latin Americanist, [S.l.], v. 56, n. 4, p. 79-90, 2012. DOI: https://doi.org/10.1111/j.1557-203X.2012.01178.x https://doi.org/https://doi.org/10.1111/... , p. 10).	The cartoons about the protests in Brazil aimed to foster a discussion on political and social issues that permeate the students’ lives; moreover, they enabled reflections upon the legitimacy of the manifestations and their consequent role as participants.
II. “(...) Teachers begin to see students as individuals in their entirety, (...) begin to recognize (...) what students bring to classes and how what students bring is and is not valued, recognized and approached in the curriculum, in the classroom and in the school environment” (HAWKINS, 2011HAWKINS, M. R. Dialogic Determination: Constructing a Social Justice Discourse in Language Teacher Education. In: HAWKINS, M. R. Social Justice Language Teacher Education. Bristol, UK: Multilingual Matters, 2011. p. 102-123. DOI: https://doi.org/10.21832/9781847694249-008 https://doi.org/https://doi.org/10.21832... , p. 107).	With this activity, the students’ contribution to the discussion of the topic was sought through the acknowledgement of their experiences and opinions. It was expressed by the collaborative construction of knowledge, so that each individual report enriched the collective discourse.
III. “(...) In CL, readers see beyond the situation to examine it in a more complex way. Reading from a critical perspective requires readers to analyze and evaluate texts (...), significantly read and question their origin and purpose, and act through the representation of alternative perspectives” (McLAUGHLIN; DeVOOGD, 2004McLAUGHLIN, M.; DeVOOGD, G. Critical Literacy: Enhancing Students’ Comprehension of Text. New York: Scholastic , 2004., p. 23).	The words in English in the activity were accompanied by images to facilitate readers’ comprehension. This strategy allowed them to read the texts (both imagetic and written) in a way that goes beyond the literal or superficial reading of the text. By identifying the purposes underlying such texts, the students reflect upon the current structure and consequently act in favor of a more equitable political, economic and social structure.
	With regard to action, real action follows the discussions brought up in class. The product is the students’ own engagement within their community, since the context for the protests was thoroughly explored. The discussions culminated in a general understanding of their role as citizens, so as to provide them with purpose for socially transforming their current situation.
3. Principles of CL by Lewison, Flint e Van Sluys (2002LEWISON, M.; FLINT, A. S.; VAN SLUYS, K. Taking on Critical Literacy: The Journey of Newcomers and Novices. Language Art, v. 79, n. 5, p. 382-392, 2002. apud McLAUGHLIN; DeVOOGD, 2004McLAUGHLIN, M.; DeVOOGD, G. Critical Literacy: Enhancing Students’ Comprehension of Text. New York: Scholastic , 2004., p. 17-18)
Understanding the text to obtain different perspectives	The use of cartoons seeks to obtain different readings and views on the same texts on the part of the students.
Analysis of multiple viewpoints in a text, whether they are explicitly represented or not	The access of all students to the set of cartoons allows each group to make a different reading of each cartoon, and the discussions create opportunities for students to be exposed to different points of view.
Focus on socio-political issues, in order to think about the power relations between individuals	The topic of cartoons - protests in Brazil - was used for this purpose.
Action and promotion of social justice through reflection and attitudes that foster changes in the inequalities that permeate our society	If we think of action through reflection, this activity fosters discussions - and possibly attitudes - on the current problems of our country, considering issues such as income distribution, corruption and the need for equal opportunities for all.

Principles for designing Activities based on the CL	Traces of inclusion of the principle in activity
1. Factors for designing materials within the critical perspective ( RICHARDS, 2001RICHARDS, J. C. Curriculum Development in Language Teaching. Cambridge: Cambridge University Press , 2001. DOI: https://doi.org/10.1017/CBO9780511667220 https://doi.org/https://doi.org/10.1017/... *apud* RASHIDI, 2011RASHIDI, N. A Model for EFL Materials Development Within the Framework of Critical Pedagogy (CP). English Language Teaching, Ontario, v. 4, n. 2, p. 250-259, 2011. DOI: https://doi.org/10.5539/elt.v4n2p250 https://doi.org/https://doi.org/10.5539/... )
Program factors	Task in line with the criteria of promotion of criticality, autonomy, social interaction with the written text and approximation of students to their reality.
A. purpose: related to the overall objective of the program
B. objectives: related to the actual results/specific objectives of the program
Content factors	Activity based on the content provided in CB (modal verbs and vocabulary related to individual duties - Ten Commandments), related to the linguistic content and communicative functions arranged in unit 7 of the book, following the planning established for the school stage.
A. definition of content: related to the definition of themes used in materials
B. content Source: related to content selection source
C. content disposition: related to the content sequence
Pedagogical factors	The activity deals with the Ten Commandments, which express universal values of conduct in society, associated with the individual duties of the student in his/her various roles assumed in society.
A. the process of education: related to the method of knowledge and education in materials
B. the resort of the culture of origin: related to the position of LOCAL cultures in ELT materials
Factors related to teacher	Activity involving the student's education for citizenship seeking to raise awareness about issues such as autonomy, citizenship and values to transform themselves and their surroundings. The activity is expected to foster the exercise of citizenship on the part of each student.
A. the role of the teacher: related to the role that the material adopts for the teacher
B. Teacher's expectations: related to the supposed expectations that the teacher takes to the classroom when using the materials
Factors related to the learner	The activity refers the student to the course book acquired by the institution, based on the selection of the most relevant content for his/her education and respecting their demand for artistic activities and inserted in their reality.
A. the role of the student: related to the role that the material adopts for the student
B. expectations of the learner: related to the alleged expectations that the student takes to the room when using the materials
2. Criteria for the presence of CL
I. “(...) A philosophy or approach to education that considers how education can empower individuals with the tools to understand and criticize the world, aiming to promote social justice” (JORGE, 2012JORGE, M. L. S. Critical Literacy, Foreign Language Teaching and the Education about Race Relations in Brazil. The Latin Americanist, [S.l.], v. 56, n. 4, p. 79-90, 2012. DOI: https://doi.org/10.1111/j.1557-203X.2012.01178.x https://doi.org/https://doi.org/10.1111/... , p. 10).	It is hoped that from this activity the students understand their various social roles and their attributions within each role, in order to use universal values of love, respect and solidarity in their daily lives.
II. “(...) Teachers begin to see students as individuals in their entirety, (...) begin to recognize (...) what students bring to classes and how what students bring is and is not valued, recognized and approached in the curriculum, in the classroom and in the school environment” (HAWKINS, 2011HAWKINS, M. R. Dialogic Determination: Constructing a Social Justice Discourse in Language Teacher Education. In: HAWKINS, M. R. Social Justice Language Teacher Education. Bristol, UK: Multilingual Matters, 2011. p. 102-123. DOI: https://doi.org/10.21832/9781847694249-008 https://doi.org/https://doi.org/10.21832... , p. 107).	With the proposed activity, students will have the autonomy to define the most important assignments of each social group they belong to within a specific social role, in addition to creating a space for them to express themselves individually about the values that they prioritize.
III. “(...) In CL, readers see beyond the situation to examine it in a more complex way. Reading from a critical perspective requires readers to analyze and evaluate texts (...), significantly read and question their origin and purpose, and act through the representation of alternative perspectives” (McLAUGHLIN; DeVOOGD, 2004McLAUGHLIN, M.; DeVOOGD, G. Critical Literacy: Enhancing Students’ Comprehension of Text. New York: Scholastic , 2004., p. 23).	The activity is anchored on a reading about inventions in favor of everyday life, followed by a discussion about the role of individualism in perpetuating social inequality. This discussion, followed by the reading of the Ten Commandments, will foster the student's reflexivity about his responsibility in the process of transforming his reality.
3. Principles for the presence of critical literacy ( McLAUGHLIN; DeVOOGD, 2004McLAUGHLIN, M.; DeVOOGD, G. Critical Literacy: Enhancing Students’ Comprehension of Text. New York: Scholastic , 2004. , p. 17-18)
Understanding the text to obtain different perspectives	The readings related to the activity allow different points of view on individual values that act directly in the collective.
Analysis of multiple viewpoints in a text, whether they are explicitly represented or not	In addition to individual values, the readings enable reflections on social inequalities, the role of individualism in society and initiatives to change the status quo
Focus on socio-political issues, in order to think about the power relations between individuals	The activity focuses on power relations, the role of individualism in perpetuating social inequalities over the years and the need for individual values applicable to the collectivity.
Action and promotion of social justice through reflexivity and attitudes that foster changes in the inequalities that permeate our society	From the readings, the students will reflect on the role of individualism in the perpetuation of social inequality, about their responsibility in the process of transforming their reality and about their empowerment as a tool for such transformation.

Faculdade de Letras - Universidade Federal de Minas Gerais Universidade Federal de Minas Gerais - Faculdade de Letras, Av. Antônio Carlos, 6627 4º. Andar/4036, 31270-901 Belo Horizonte/ MG/ Brasil, Tel.: (55 31) 3409-6044, Fax: (55 31) 3409-5120 - Belo Horizonte - MG - Brazil
E-mail: rblasecretaria@gmail.com

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[TFN1] Source: Caetano, 2017CAETANO, E. A. Letramentos críticos e o uso da língua alvo no ensino de língua inglesa: um olhar autoetnográfico. 2017. 279f. Tese (Doutorado em Estudos Linguísticos) - Universidade Federal de Minas Gerais, Belo Horizonte, 2017..