A Study of Critical Literacy in EFL Writing

批判式讀寫能力在以英語爲外語寫作的研究

周秋惠(Chiou-Hui Chou)

《語文學報》 11期 (2004/12) Pp. 245-258

https://doi.org/10.6760/YWHP.200412.0245

摘要

本文描述在以英語爲外語的寫作課中，教師可以使用圖書當作媒介來引導學生用英文寫作表達他們對社會價值的了解。本文探討青少年學生如何藉由圖片來詮釋他們對社會的了解，並將結果透過英文寫作方式呈現。本研究發現學生的先前知識、對社會的刻板印象、及對社會的認識皆呈現在他們的英文作文中。透過腦力激盪和寫作分享，學生有機會從不同的人和作品看到社會的多元觀點。本研究的目的在提供經驗及活動供教授英語爲外語的教師及圖書當作媒介來引導學生參與議題討論與構思寫作，並幫助學生形成批判式讀寫能力。同時建議教師可以進一步提供討論時間讓學生分享他們的作品，並提供機會讓學生表達他們對社會實踐的了解。

關鍵字

批判式讀寫能力 ； 社會價值 ； 多元觀點 ； 英語爲外語寫作

並列摘要

This paper describes using pictures as a medium to elicit students' social value and understanding in an English as a foreign language writing class. It looks at how young people interpret images as their social understanding through written texts. Students' prior knowledge, stereotypes, and their social understanding are brought into their writing. Through brainstorming and sharing, students have opportunities to view multiple perspectives about their social world from different people and writing. This paper aims at sharing experience and providing activities for second language teachers to use pictures as a medium to engage students in discussion and to help students develop critical literacy. It suggests that teachers can also provide a post-writing section for students to share their writing and to express their understanding of their social practice.

並列關鍵字

critical literacy ； social value ； multiple perspectives ； EFL (English as a foreign language) writing

參考文獻

Alford, J.(2001).Learning language and critical literacy: Adolescent ESL students.Journal of Adolescent & Adult Literacy.45(3),238-242.

Appleman, D.(2000).Critical encounters in high school English: Teaching literacy theory to adolescent.New York:Teachers College Columbia University.

Brooke, R. E.(1991).Writing and sense of self: identity negotiation in writing workshops.Urbana, Illinois:National Council of Teachers of English.

Buckland, M.(1991).Information as thing.Journal of the American Society for Information Science.42(5),351-360.

Daisey, P.,Jose-Kampfner, C.(2002).The power of story to expand possible selves for Latina middle school students.Journal of Adolescent & Adult Literacy.45(7),578-587.