Palgrave Macmillan Home
Login or Register    Shopping Basket Shopping Basket
Search 
 
 
 
 
 
 
 
25 Nov 2003
|
£76.00
|Hardback Print on Demand
  
9780333985793
||
 
 
18 May 2005
|
£24.99
|Paperback Print on Demand
  
9781403993397
||
 
 
eBooks ebook on Palgrave Connect ebook available via library subscriptions ebook on ebooks.com 
 
 


OrderHelpBox
                                                                                                                                              returns, payment and delivery


DescriptionReviewsContentsAuthors

Critical Reading in Language Education links theories of critical reading to classroom practice, and addresses the question, " What does it mean to be a critical reader in a second or foreign language?" Against the background of studies in Critical Discourse Analysis and Critical Language Awareness, this question is explored both in the wider context of language and communication and, more specifically, within a classroom setting. The book discusses the ways in which conventional reading differs from critical reading, and the kinds of texts and tasks which support critical reading pedagogy. Many examples of critical language practice from around the world are featured, and at the heart of the book is an in-depth study of one particular multilingual and multicultural group of learners. We look closely at their critical readings of texts within the classroom context and at the way in which they learn from and respond to critical reading both as a tool for learning in the language classroom and as a resource for their future as users of English in a global age.


Description

Critical Reading in Language Education links theories of critical reading to classroom practice, and addresses the question, " What does it mean to be a critical reader in a second or foreign language?" Against the background of studies in Critical Discourse Analysis and Critical Language Awareness, this question is explored both in the wider context of language and communication and, more specifically, within a classroom setting. The book discusses the ways in which conventional reading differs from critical reading, and the kinds of texts and tasks which support critical reading pedagogy. Many examples of critical language practice from around the world are featured, and at the heart of the book is an in-depth study of one particular multilingual and multicultural group of learners. We look closely at their critical readings of texts within the classroom context and at the way in which they learn from and respond to critical reading both as a tool for learning in the language classroom and as a resource for their future as users of English in a global age.


Reviews

'This text is a very important work in the exploration of ESL teaching...with exciting discussion, well-grounded in theoretical positions and paradigms...very accessible to its audience.' - Dr Pat Smith, University of Ballarat, Australia

'Critical Reading in Language Education is the definitive text on critical reading for second language pedagogy. It incorporates a substantive, lucid, and respectful critique of current formulations of theories of critical literacy, as well as offering concrete, elaborated exemplifications of alternatives. Wallace provides tools and examples for enacting the critical reading pedagogy she proposes. She insists on the close study of discourse, attention to detail and methodological rigor; at the same time, she is able to broadly contextualize this detailed analysis and examine its implications through a wide lens. As such, her practice becomes a model for others doing similar classroom based research. This book will be invaluable in preparing teachers for second language classrooms; it is a must-read for second language researchers and practitioners alike.' - Professor Elsa Auerbach, University of Massachusetts, Boston, USA


Contents

Preface
Points of Departure
Reading as a Social Process
Critical Discourse Analysis and Critical Reading
Critical Pedagogy for Language Teaching
The Research Methodology for the Classroom Study
Critical Reading in the Classroom
Talk Around Texts: The Analysis of the Classroom Interaction
Critical Reading Revisited: Diaries, Reading Protocols and Interviews
A Postscript
Bibliography
Index


Authors

CATHERINE WALLACE is Reader in Education at the Institute of Education, University of London, UK. She teaches on the MA TESOL at the Institute and is the co-ordinator of an Advanced Diploma in Minority Ethnic Achievement. She has a number of publications in the field of early literacy and the teaching of reading to learners of English as a second or foreign language. These include: Learning to Read in a Multicultural Society: The Social Context of Second Language Literacy (1988) and Reading (1992).