Promoting critical awareness in EFL readings : a critical pedagogical proposal in 11th grade at a subsidized school
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Date
2021
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Abstract
Nowadays, teaching English does not only involve teaching the language per se, but it also involves
preparing students to question the subtleties of the language in this globalized world. In the Chilean
educational system, the opportunities to develop critical reading skills are scarce mainly due to the
low amount of time allocated for the English subject and the lack of effective material to foster
critical awareness. Thus, critical awareness in readings comes to be a challenge inside the classroom
because it requires providing students with the tools to analyze and question the texts they
encounter. In this context, this action research gives an account of the results obtained by
implementing an online critical pedagogical proposal based on a critical approach to textbook
readings. The objective was to promote critical cultural awareness in 12 eleventh-grade students
from a subsidized school. The results were assessed by using an analytic rubric to evaluate the
critical reading performance at the beginning and at the end of the intervention. Along the
comparison of scores, data was also analyzed by the means of thematic analysis. Finally, a
questionnaire with open-ended questions and a Likert scale were responded by the students. The
results showed that students’ scores in the three main types of analysis –textual, discursive and
social– improved by the end of the intervention. Also, students’ reported that they enjoyed and
learned English throughout the implementation of the critical proposal. Further research on longer
critical intervention is suggested.
Description
Tesis (Magíster en Lingüística Aplicada al Inglés como Lengua Extranjera)--Pontificia Universidad Católica de Chile, 2021