Critical Literacy and English Teaching: Reflections upon the Teacher’s Practice in Continuing Education

Authors

  • Rodolfo Rodrigues Pereira dos Santos Universidade Federal de Alagoas, Maceió, Alagoas, Brasil
  • Sérgio Ifa Universidade Federal de Alagoas, Maceió, Alagoas, Brasil

Keywords:

critical literacy, English language activities, Teacher Education.

Abstract

Based on the action research and the critical literacy teaching approach, this theoretical and reflective paper aims at discussing aspects of the critical literacy approach and interpreting an activity developed with students from the elementary school, 9th grade, by an English teacher who is a participant in an English Teacher Education project for public school teachers. By interpreting the activity, it was possible to understand that the teacher’s practice contributed significantly not only for the development of students’ linguistics skills but for their critical awareness when learning the English language.

Author Biographies

Rodolfo Rodrigues Pereira dos Santos, Universidade Federal de Alagoas, Maceió, Alagoas, Brasil

Rodolfo Rodrigues Pereira dos Santos is an English teacher and a Master student of Linguistics at Federal University of Alagoas. He belongs to the Ensino e Aprendizagem de Línguas research group and has developed research in the area of teacher education and English Teaching methodology as an additional language.

Sérgio Ifa, Universidade Federal de Alagoas, Maceió, Alagoas, Brasil

Sérgio Ifa holds a Doctoral degree in Applied Linguistics (PUCSP) and is a professor at UFAL. He coordinates the Casas de Cultura no Campus Extension Project. He is a researcher at the Ensino e Aprendizagem de Línguas group and is responsible for the National English teacher education in Alagoas.

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Issue

Vol. 34 No. 1 (2013)

Section

Papers

License

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