Fantasy or reality?: critical literacy in the ESL classroom
This capstone asked these questions: Do secondary ESL teachers use critical literacy in their classrooms, and if so: (1) How do teachers define critical literacy and (2) How do teachers describe implementation of critical literacy pedagogy? The research in this study was conducted over several years and involved a number of different types of data collection, all of which fit into the qualitative design category. First, an online questionnaire was used. Next, the researcher conducted in-person interviews with teachers. Finally, this capstone employed auto-ethnography, the researcher's own teaching experience, as a data point. The most significant find is that teachers see functional literacy as a kind of critical literacy. The final chapter outlines an example of a literacy program and lists many resources for ESL teachers.
Nainby, Sarah H., "Fantasy or reality?: critical literacy in the ESL classroom" (2011). School of Education Student Capstones and Dissertations. 834.
This document is currently not available here.