Critical language awareness in the foreign language classroom
The thesis examines the concept of critical language awareness both in principle and practice. It begins with an exploration of the key principles which inform CLA and concludes with an account of a particular study of a foreign language classroom. CL~ as presented in the thesis, is seen as an essentially practical, classroom based enterprise which is indebted in various ways to particular understandings about the nature of texts and interpretative processes. Early chapters locate CLA within studies of text and discourse, the reading process and classroom interaction respectively. The first chapter presents the view that CLA takes its theoretical bearings largely from critical discourse analysis. Discussion centres around major points of departure between critical and conventional kinds of discourse analysis. Chapter two focuses on the role of the reader in text analysis, arguing for the need to locate critical reading within the wider concept of critical literacy. Chapter three proposes the need to develop a model of critical pedagogy which has the potential to enhance awareness of texts and readings within the context of the classroom community. Chapter four offers a bridge between the conceptual underpinnings
Wallace, Catherine
Critical language awareness in the foreign language classroom. The thesis examines the concept of critical language awareness both in principle and practice. It begins with an exploration of the key principles which inform CLA and concludes with an account of a particular study of a foreign language classroom. CL~ as presented in the thesis, is seen as an essentially practical, classroom based enterprise which is indebted in various ways to particular understandings about the nature of texts and interpretative processes. Early chapters locate CLA within studies of text and discourse, the reading process and classroom interaction respectively. The first chapter presents the view that CLA takes its theoretical bearings largely from critical discourse analysis. Discussion centres around major points of departure between critical and conventional kinds of discourse analysis. Chapter two focuses on the role of the reader in text analysis, arguing for the need to locate critical reading within the wider concept of critical literacy. Chapter three proposes the need to develop a model of critical pedagogy which has the potential to enhance awareness of texts and readings within the context of the classroom community. Chapter four offers a bridge between the conceptual underpinnings
critical language awareness foreign_language classroom examines concept critical language awareness principle_practice begin_exploration key principle inform conclude account particular study foreign_language classroom present see essentially practical classroom base enterprise indebted various_way particular understanding nature texts interpretative process early locate within study text discourse read process classroom_interaction respectively first_present view take theoretical bearing largely critical_discourse_analysis discussion_centre around major point_departure critical conventional kind discourse_analysis focus_role reader text_analysis argue need locate critical_reading within_wide concept critical literacy proposes need develop_model critical pedagogy potential enhance awareness text reading within_context classroom community offer bridge conceptual underpinnings