Critical Literacy: Theory and Practice - Assignment Example

Author’s Name: Institution: Course: Instructor’s Name: Date: Critical Literacy: Theory and Practice Definition: Literary, this is one’s ability to read information in text format in an active and reflective manner with an aim to properly comprehend factors involved with power, inequality, as well as injustice that exists in human relationships. With reference to this, information in a text format is a medium in which individuals communicate to one another using applicable codes and conventions outlined in the society (Robinson & Robinson, 2003). By developing one’s critical literacy skills, one is able to interpret messages through a critical lens hence challenge power relations contained in the messages. Thus, facilitators of critical literacy aim at developing and encouraging students interrogate issues pertaining to the society, institutions such as families, education, equity, and poverty with an aim to critique structures. These structures serve as norms, which demonstrate how societal members do not experience these norms. Critical Literacy: Theory Critical literacy theorists assert that the inequality of power relationships exists predominantly, and that holders of power are involved in decision-making making processes where truths are privileged. Thus, institutions such as schools and government support these ideologies hence arriving at a status quo. Therefore, knowledge is legitimized within schools hence the exclusion of groups of persons who do not possess the ability contribute towards processes involved with the authentication of a particular knowledge. In addition to this, “critical educational theory or pedagogy applies to tenets of critical social theory pertaining to the educational arena, which takes on the tasks involved in examining how schools reproduce inequality and justice” (Beck, 2005). There is a growing concern amongst theorists regarding oppressive and unjust relationships generated by traditional forms of schooling and critique traditional models of education, which typically place teachers at the front of a classroom possessing and transmitting knowledge to students who sit idly, learning or receiving information (Freire, 1970). Traditional type of education is considered as a “banking concept of education. Critical Literacy: Practice Critical literacy and its development encourages students to question issues of power-explicit disparities within social contexts such as socio-economic status, class, race, gender et cetera (Cavetti, Pardales & Damico, 2005). When one assumes critical literacy, he/she is required to have down pat the ability to read and comprehend texts in order to perfectly understand whose knowledge is privileged upon. Essentially, teachers who advocate for critical pedagogy provide a demonstration of how language evaluation plays an important function in the social construction of an individual. The achievement of critical literacy by students helps them examine ongoing development and the responsible part they play in the world and how they utilize the literacy achieved in making sense of experiences (Knowbel & Lankshear, 2002). The idea involved with facilitation and critical literacy developments promotes the examination and reforms of social situations, which exposes students to biases and hidden ideas within texts (Lohrey, 1998). For one to achieve critical literacy, one must learn to read in a manner that is reflective. Critical Pedagogy Critical pedagogy is philosophical education that defines education as movement, which is steered by passion and principle, to help students build consciousness of freedom through recognizing authoritarian tendencies, and contact knowledge to power and the ability to make decisions (Giroux, 2010). As described in the Marxist theory, critical pedagogy bases its derivatives from radical democracy, anarchism, feminism and the inclusion of other movements, which strive for social justice. Teaching Practice: Real life action in the classroom Teaching practices involve best practices, which refer to management strategies aimed at encouraging desirable behavior while fostering a positive environment in terms of learning, hence address behavior that is inappropriate. The idea of classroom practices strike a balance between learning goals associated with the teacher and students, which in turn help the two work together with an intention of creating an environment that is supportive and efficient in learning. Thus, real life action in the classroom and teaching practice refer to communication and arrangement between teachers and students, which fosters the creation of a functional classroom. Teaching aspects in class involve the establishment of boundaries which result to formation of classroom rules that teachers use to dictate on students, hence students follow the rules to the latter (“ehow.com”, 2011). Rules within real life actions in a classroom These set of rules outlined should encompass appropriate behavior when in class, respect towards fellow students, respect for teachers and their assistants as well as the classroom. In an operational context, classrooms rules should be read and clearly understood by students in a class and ideally posted in visible areas like notice boards where students have an opportunity to refer from (‘eow.com”, 2011). Open discussions For fruitful learning and better students’ comprehension, teachers must advocate for open discussions within an operational class context. Though some of rules necessarily have to be dictated to students, room for discussion should be incorporated in a teaching practice. Students should formulate ideological agreements, which reflect their positive attitude towards learning, in an environment that is supportive. Thus, such arrangements can be included in existing classroom rules or as separate documents (“ehow.com”, 2011). Ethics and Values Teaching practices reflect ethics portrayed by students, which also act as a way of reinforcing essential values. In the discussion process, there in need for students and teachers to arrive at self-explanatory morals and values that should govern the class setting. Respect and mutual desire is needed to create positive and supportive learning environment in a class between teachers and students. This aspect aims at giving motivation to students concerning real-life issues which are different from a class setting (“ehow.com”, 2011). Discipline In a normal class setting, observation of discipline is paramount. The teacher and students must clearly outline what constitutes to breakage of classroom rules and their immediate responses of this effect. In many institutions, teachers have implemented a three strike practice. With this, students get three chances with which they are expected to improve on their behavior before a punishment is issued. Punishments are given to students by teachers depending on the magnitude of wrong committed or according to rules broken. This helps students refrain from uncouth behavior hence practice discipline as expected of them (“ehow.com”, 2011). Design of a manageable unit of work for ESL learners Multilevel Activities With the incorporation of multilevel students of various degrees in all ESL classes, there exist a close relationship of between these students; hence the same activity can be beneficial to all students involved. Multilevel teaching refers to teaching students with wide language skills in which no single activity can be given to every student. Despite this occurrence, proper management of language differences can be made possible to ensure that all students are able to progress. With this concern, there are proper ways developed, which can be used to organize the classroom setting, procedures of teaching multilevel ESL classes, strategies put in place and the inclusion of activities that work across a specific framework (“Teaching English,” 2011) Learner Profile With educational being the most significant factor in our growth, it is considered that the most useful educational experiences depend upon an accurate assessment of the learners and their situation. Therefore, we need to have a sound knowledge of what learners are ready to learn, what they need to learn and what they are motivated to learn. Generally, there are preliminary steps involved in the identification of educational needs in regard to ESL learners. They include: A). Broad focus selection This involves suggestions of general content area or underlying concern, which motivates a particular ESL learners’ course. This is actually determined by another person apart from a trainer. In addition, organizations may set the focus, or a group may come with a request such as, “need for help in running committee meetings better”. The idea of broad focus helps in the following: Indicating what information to collect, indicating that the course is likely to be arranged for, indicate the time and place, and also indicate whoever else might be involved in planning. B). Collection of Information Collection of information is based upon decisions made in a specific setting. This involves the kind of information required, the form you need it in which the information is going to be collected. C). Analysis of the information Analyzing the information collected is a process of asking questions of it and of letting it speak to you. Several things that can be done exist in a situation of an ESL learner. They include: Collating the information, looking for inherent categories, looking for patterns and relationships within a specified area. D). Interpretation of Information This involves an attempt to answer questions with a need to make decisions regarding what the learner profile indicates concerning educational needs. Normally, patterns of information which have been revealed through the process are open to several interpretations. Preparing a Purpose The purpose of an educational event is prepared on the basis of your identification of educational needs. An event will be planned to help ESL learners fulfill one or possibly more needs. Therefore, three steps are involved in the preparation of a purpose. They include: Selection of the purpose. This means the consideration of a range of possible purposes as they grow out of the needs identified hence select one. Writing of a purpose. Once you select a purpose, you are required to write it out. This is particular for both an individual and a team. It necessitates that you really understand what is intended to be done, and in a team, that a one has shared understanding of the purpose, and testing it. Planning steps in a course and selecting the content Unless training is based on carefully planned content, the success of the training programme will be at risk. As a trainer you will often come across other terms that are used, often inaccurately, to refer to content, such as “syllabus” and “curriculum” to indicate what has to be learnt in a training programme. These two terms are often used interchangeably though a syllabus is a list or outline of content whereas curriculum is a broader term referring to the whole the whole course including its syllabus and the course content and the way and sequence it is taught and assessed. Sequencing content We are all exposed to information on a daily basis, whether it is through the radio, the television or through people talking to us (either formally or informally). Listen to any presentation or conversation by someone else and see if you can recognize the way in which the information is sequenced. Does the person start with the easy material and move on to more complicated content? Does he or she supply you with a step-by-step sequence of tasks? Does he or she revise information that you ought to have before going on to something that is not so familiar? Adopting training approach strategies The broad strategy that you adopt must obviously be one that organization, trainers and participants will be comfortable with. This will partly depend on the reigning beliefs held by trainers at the time and on the background of everybody involved. Thus academics from a university will tend to run a course very differently from trainers in industry. Participants will also have their own ideas on what they think is "proper" training. Consideration depends on how participatory the training will be. Theories of learning will also influence the approach chosen and the nature of the outcomes will determine whether the course has very fixed or open outcomes. Thus, for example the process of a technical skills training course will be very different from one on adapting to change. The broad strategy that you adopt must obviously be one that organization, trainers and participants will be comfortable with. This will partly depend on the reigning beliefs held by trainers at the time and on the background of everybody involved. Thus academics from a university will tend to run a course very differently from trainers in industry. Participants will also have their own ideas on what they think is "proper" training. Consideration actually depends on the participatory concept of the training. Theories of learning will also influence the approach chosen and the nature of the outcomes will determine whether the course has very fixed or open outcomes. Thus, for example the process of a technical skills training course will be very different from one on adapting to change. References Robinson, E., & Robinson, S. (2003). What does it mean? Discourse, Text, Culture: An Introduction. Sydney: McGraw-Hill Book Company, p3. Beck, A. (2005). “A place for critical literacy,” Journal of Adolescent and Adult Literacy, 48:5, p. 393. Freire, P. (1970), pedagogy of the oppressed. New York: Continuum. Cervetti, G., Pardales, M.J., & Damico, J.S. (2001). “A tale of differences: Comparing the traditions, perspectives, and educational goals of critical reading and critical literacy.” Reading Online 4(9). Knobel, M., and Lankshear, C. (2002). “Critical cyberliteracies: What young people can teach us about reading and writing in the world.” Keynote address delivered to the National Council of Teachers of English Assembly for Research. Lohrey, A. (1998). Critical literacy: A professional development resource. Melbourne: Language Australia; the National Language Institute of Australia. Giroux, H. (2010). “Lessons from Paulo Freire”, Chronicle of Higher Education. Retrieved 11 May, 2011. “ehow.com,” (2011). The Best Practices Classroom Arrangement. ehow.com. Read More