Critical Literacy and the Communicative Approach:  Gaps and Intersections

Kátia Modesto Valério; Andrea Machado de Almeida Mattos

Autores/as

Kátia Modesto Valério Universidade Federal Fluminense ##default.groups.name.author##
Andrea Machado de Almeida Mattos Universidade Federal de Minas Gerais ##default.groups.name.author##

Palabras clave:

Communicative Approach, Critical Literacy, English as a foreign language

Resumen

The objective of this paper is to foster reflections on the similarities and differences between the Communicative Approach, one of the best-known methods for teaching English as a foreign language (EFL) around the world, and Critical Literacy, a relatively recent trend in the Brazilian EFL scenario, as suggested by the National Guidelines for High School Teaching (BRASIL, 2006). First, we will address the theoretical traditions that give origin to the two teaching approaches, explaining their main concepts. Then, we will discuss the similarities between the two approaches, as well as their main differences. We claim that the two teaching approaches, however different in their epistemological underpinnings, are not incompatible, but complementary. Finally, we suggest an example of an integrated activity that aims to reconcile the objectives of the two approaches.

Descargas

Los datos de descarga aún no están disponibles.

Biografía del autor/a

Kátia Modesto Valério, Universidade Federal Fluminense

Faculdade de Letras
Professora Associada
Andrea Machado de Almeida Mattos, Universidade Federal de Minas Gerais

Faculdade de Letras
Professora Adjunta

Referencias

ALFORD, J. Learning language and critical literacy: adolescent ESL students. Journal of Adolescent & Adult Literacy, Wiley Online Library, v. 45, n. 3, p. 238-242, 2001.

ALMEIDA FILHO, J. C. P. O ensino de línguas no Brasil de 1978. E agora? Revista Brasileira de Linguística Aplicada, Belo Horizonte, v. 1, n. 1, p. 15-29, 2001. Available at: http://www.scielo.br/pdf/rbla/v1n1/02.pdf >. Access on: 04 Jun. 2017.

» http://www.scielo.br/pdf/rbla/v1n1/02.pdf

ANDREOTTI, V. O. A postcolonial reading of contemporary discourses related to the global dimension in education in England 2006. 229 f. Dissertation. (Ph.D.) - University of Nottingham, England, 2006.

AUSTIN, J. L. How to do things with words Oxford: Oxford University Press, [1962] 1975. Do: https://doi.org/10.1093/acprof:oso/9780198245537.001.0001

» https://doi.org/10.1093/acprof:oso/9780198245537.001.0001

BAX, S. The role of genre in language syllabus design: the case of Bahrain. International Journal of Educational Development, Elsevier, v. 26, n. 3, p. 315-328, 2006. Doi: https://doi.org/10.1016/j.ijedudev.2005.09.002

» https://doi.org/10.1016/j.ijedudev.2005.09.002

BHATIA, V. K. Analysing Genre London: Longman, 1993.

BIBLER, V. S. M. M. Bakhtin, or the Poetics of Culture Moscow: Politizdat Press, 1991. Apud SAVIGNON, S. J. Beyond communicative language teaching: what’s ahead? Journal of Pragmatics, Elsevier, v. 39, n. 1, p. 207-220, 2007.

BOXER, D. Applying sociolinguistics: domains and face-to-face interaction. Amsterdam: John Benjamins, 2002. Doi: https://doi.org/10.1075/impact.15

» https://doi.org/10.1075/impact.15

BOURDIEU, P. Language and symbolic power Translation by G. Raymond; M. Adamson. Edition and Introduction by J. B. Thompson. Cambridge: Harvard University Press, 1991.

BRASIL. Parâmetros curriculares nacionais: terceiro e quarto ciclos do ensino fundamental (5ª a 8ª Séries) - língua estrangeira. Brasília: Ministério da Educação / Secretaria de Educação Básica, 1998. Available at: http://portal.mec.gov.br/seb/arquivos/pdf/pcn_estrangeira.pdf >. Access on: Oct. 25 2017.

» http://portal.mec.gov.br/seb/arquivos/pdf/pcn_estrangeira.pdf

BRASIL. Orientações curriculares para o ensino médio: linguagens, códigos e suas tecnologias - conhecimentos de línguas estrangeiras. Brasília: Ministério da Educação / Secretaria de Educação Básica , 2006. Available at: http://portal.mec.gov.br/seb/arquivos/pdf/book_volume_01_internet.pdf >. Access on: Feb. 6, 2008.

» http://portal.mec.gov.br/seb/arquivos/pdf/book_volume_01_internet.pdf

CANAGARAJAH, A. S. Translingual practice: global Englishes and cosmopolitan relations. New York: Routledge, 2013.

CANALE, M.; SWAIN, M. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, Oxford, v. 1, n. 1, p. 1-47, 1980. Doi: https://doi.org/10.1093/applin/1.1.1

» https://doi.org/10.1093/applin/1.1.1

CELCE-MURCIA, M.; OLSHTAIN, E. Discourse and language teaching: a guide for language teachers. Cambridge: Cambridge University Press, 2000.

CERVETTI, G.; PARDALES, M. J.; DAMICO, J. S. A tale of differences: comparing the traditions, perspectives and educational goals of critical reading and critical literacy. Reading Online, v. 4, n. 9, 2001. Available at: http://www.readingonline.org/articles/art_index.asp?HREF=/articles/cervetti/index.html >. Access on: Mar. 30, 2007.

» http://www.readingonline.org/articles/art_index.asp?HREF=/articles/cervetti/index.html

COPE, B; KALANTZIS, M. Multiliteracies: literacy learning and the design of social futures. London: Routledge, 2000.

COX, M. I. P.; ASSIS-PETERSON, A. A. O drama do ensino de inglês na escola pública brasileira. In: ASSIS-PETERSON, A. A. (Org.). Línguas estrangeiras: para além do método. São Carlos: Pedro & João Editores; Cuiabá: EdUFMT, 2008. p. 19-54.

CRAWFORD, J. The role of materials in the language classroom: finding the balance. In: RICHARDS, J. J.; RENANDYA, W. A. (Ed.). Methodology in language teaching Cambridge: Cambridge University Press , 2002. p. 80-90. Doi: https://doi.org/10.1017/CBO9780511667190.013

» https://doi.org/10.1017/CBO9780511667190.013

CRAWSHAW, R. Intercultural awareness as a component of HE Modern Language courses in the UK, 2005. Available at: http://www.llas.ac.uk/resources/goodpractice.aspx?resourceid=2303 >. Access on: Oct. 18, 2006.

» http://www.llas.ac.uk/resources/goodpractice.aspx?resourceid=2303

HYMES, D. Models of the interaction of language and social life. In: GUMPERZ, J. J.; HYMES, D. (Ed.). Directions in sociolinguistics: the ethnography of communication. New York: Holt, Rinehart & Winston, 1972. p. 3571.

ELLIS, R. Instructed second language acquisition: A literature review. Wellington: The Research Division of the New Zealand Ministry of Education, 2005. Available at: . Access on: Aug. 20, 2007.

» www.minedu.govt.nz

FREIRE, P. Pedagogia do oprimido Rio de Janeiro: Paz e Terra, 1970.

FREIRE, P. Pedagogy of the oppressed Trad. Myra Bergman Ramos. New York: Continuum, [1970] 2005.

GARCIA, O. Misconstructions in the education of language minoritized students. In: ROCHA, C. H.; MACIEL, R. F. (Org.). Língua estrangeira e formação cidadã: por entre discursos e práticas. 2. ed. Campinas: Pontes, 2015. p. 217-230.

HALLIDAY, M. A. K. Language as social semiotic: the social interpretation of language and meaning. London: Edward Arnold, 1978.

HAMMOND, J.; DEREWIANKA, B. Genre. In: CARTER, R.; NUNAN, D. (Ed.). The Cambridge guide to teaching English to speakers of other languages Cambridge: Cambridge University Press , 2001. p. 186-193. Doi: https://doi.org/10.1017/CBO9780511667206.028

» https://doi.org/10.1017/CBO9780511667206.028

HAWKINS, E. W. Foreign language study and language awareness. Language Awareness, Taylor & Francis Online, v. 8, n. 3-4, p. 124-142, 1999.

JACOBS, J. M.; SHEGAR, C. Reading as social practice. In: LIONTAS, J. I. (Ed.). The TESOL encyclopedia of English language teaching Singapore: TESOL International Association; Wiley Blackwell, 2018. v. 4, p. 2196-2201.

JAMES, C.; GARRETT, P. (Ed.). Language awareness in the classroom London: Longman , 1991.

JENKINS, J. Current perspectives on teaching World Englishes and English as a Lingua Franca. TESOL Quarterly, Wiley Online Library, v. 40, n. 1, p. 157-181, 2006.

JOHNS, A. M. et al Crossing the boundaries of genre studies: commentaries by experts. Journal of Second Language Writing, Elsevier, v. 15, p. 234-249, 2006. Doi: https://doi.org/10.1016/j.jslw.2006.09.001

» https://doi.org/10.1016/j.jslw.2006.09.001

JORDÃO, C. M. Uma breve história da leitura no século xx, ou de como se podem calar as nativas. Revista de Letras, Curitiba, v. 5, 2002. Available at: http://www.dacex.ct.utfpr.edu.br/clarisse5.htm >. Access on: Aug. 20, 2007. Doi: Available at: https://doi.org/10.3895/rl.v0n5.2314

» http://www.dacex.ct.utfpr.edu.br/clarisse5.htm

» https://doi.org/10.3895/rl.v0n5.2314

JORDÃO, C. M. ILA - ILF - ILE - ILG: quem dá conta? Revista Brasileira de Linguística Aplicada, Belo Horizonte, v. 14, n. 1, p. 13-40, 2014. Doi: https://doi.org/10.1590/S1984-63982014000100002

» https://doi.org/10.1590/S1984-63982014000100002

JUNG, J. Issues in acquisitional pragmatics. Working papers in TESOL & Applied Linguistics New York, v. 2, n. 2, p. 1-34, 2001. Available at: http://www.tc.columbia.edu/academic/tesol/webjournal >. Access on: Aug. 20, 2002.

» http://www.tc.columbia.edu/academic/tesol/webjournal

LANKSHEAR, C.; KNOBEL, M. New literacies: changing knowledge and classroom learning. Buckingham: Open University Press, 2003.

MATTOS, A. M. A. Education for citizenship: introducing critical literacy in the EFL classroom. In: GILLIES, R. M. (Ed.). Pedagogy: new developments in the learning sciences. New York: Nova Publishers, 2012. p. 191-212.

MATTOS, A. M. A. Ensino de inglês como língua estrangeira na escola pública: letramentos, globalização e cidadania. Jundiaí: Paco, 2015.

McDONOUGH, J.; SHAW, C. Materials and methods in ELT: a teacher’s guide. Oxford: Blackwell, 2003.

McLAUGHLIN, M.; DeVOOGD, G. L. Critical literacy: enhancing students’ comprehension of text. New York: Scholastic, 2004.

MONTE-MÓR, W. M. The development of agency in a new literacies proposal for teacher education in Brazil. In: JUNQUEIRA, E. S.; BUZATO, M. K. (Ed.). New literacies, new agencies? A Brazilian perspective on mindsets, digital practices and tools for social action in and out of school. Pieterlen, Switzerland: Peter Lang, 2013. p. 126-146.

MONTE-MÓR, W. M.; MORGAN, B. Between conformity and critique: developing ‘activism’ and active citizenship: dangerous pedagogies? Interfaces Brasil-Canada, Pelotas, v. 14, n. 2, p. 16-35, 2014. Available at: http://www.revistas.unilasalle.edu.br/index.php/interfaces/article/view/1838 >. Access on: Aug. 12, 2015.

» http://www.revistas.unilasalle.edu.br/index.php/interfaces/article/view/1838

MORIN, E. A cabeça bem-feita: repensar a reforma - reformar o pensamento. Rio de Janeiro: Bertrand Brasil, 2000.

NAYLOR, S.; KEOGH, B. Constructivism in classroom: theory into practice. Journal of Science Teacher Education, Springer Link, v. 10, n. 2, p. 93-106, 1999. Available at: https://link.springer.com/article/10.1023/A%3A1009419914289 >. Access on: Oct. 25, 2017.

» https://link.springer.com/article/10.1023/A%3A1009419914289

NORTON, B. Critical literacy and international development. Critical Literacy: Theories and Practices, [s.l.], v. 1, n. 1, p. 6-15, 2007. Available at: http://www.criticalliteracy.org.uk/images/journal/v1issue1/norton.pdf >. Access on: May 22, 2008.

» http://www.criticalliteracy.org.uk/images/journal/v1issue1/norton.pdf

NUNAN, D. Second language teaching and learning Boston, MA: Heinle & Heinle, 1999.

PALTRIDGE, B. Genre and the language learning classroom Ann Arbor: The University of Michigan Press, 2001. Doi: https://doi.org/10.3998/mpub.23749

» https://doi.org/10.3998/mpub.23749

RICHARDS, J. C. Communicative language teaching today New York: Cambridge University Press, 2006.

RICHARDS, J. C.; RODGERS, T. S. Approaches and methods in language teaching New York: Cambridge University Press , 2001. Doi: https://doi.org/10.1017/CBO9780511667305

» https://doi.org/10.1017/CBO9780511667305

SAVIGNON, S. J. Communicative language teaching for the twenty-first century. In: CELCE-MURCIA, M. (Ed.). Teaching English as a second or foreign language Boston, MA: Heinle & Heinle , 2001. p. 13-28.

SAVIGNON, S. J. Beyond communicative language teaching: what’s ahead? Journal of Pragmatics, Elsevier, v. 39, n. 1, p. 207-220, 2007. Doi: https://doi.org/10.1016/j.pragma.2006.09.004

» https://doi.org/10.1016/j.pragma.2006.09.004

SEARLE, J. R. Speech act: an essay in the philosophy of language. Cambridge: Cambridge University Press , 1969. Doi: https://doi.org/10.1017/CBO9781139173438

» https://doi.org/10.1017/CBO9781139173438

SEARLE, J. R. What is a speech act? In: SEARLE, J. R. (Ed.). The philosophy of language London: Oxford University Press, 1971. p. 3953.

SILVER, D. Multimedia, multilinearity, and multivocality in the hypermedia classroom. Computers & Texts, v. 14, 1997. Available at: http://users.ox.ac.uk/~ctitext2/publish/comtxt/ct14/silver.html > Access on: Jun. 04, 2008.

» http://users.ox.ac.uk/~ctitext2/publish/comtxt/ct14/silver.html

SOKOLIK, M. Computers in language teaching. In: CELCE-MURCIA, M. (Ed.). Teaching English as a second or foreign language Boston, MA: Heinle & Heinle , 2001. p. 477-488.

SVALBERG, A. M. L. Language awareness and language learning. Language Teaching, Cambridge, v. 40, n. 4, p. 287-308, 2007. Doi: https://doi.org/10.1017/S0261444807004491

» https://doi.org/10.1017/S0261444807004491

SWALES, J. Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press , 1990.

TOCALLI-BELLER, A.; SWAIN, M. Reformulation: The cognitive conflict and L2 learning it generates. International Journal of Applied Linguistics, Wiley Online Library, v. 15, n. 1, p. 5-28, 2005.

WIDDOWSON, H. The roles of teacher and learner. ELT Journal, Oxford, v. 41, n. 2, p. 83-88, 1987. Doi: https://doi.org/10.1093/elt/41.2.83

» https://doi.org/10.1093/elt/41.2.83