Tension In A Japanese Language Classroom: An Opportunity For Critical Literacy?  

Oleh:

KUMAGAI, YURI

Jenis: Article from Journal - e-Journal
Dalam koleksi: Critical Inquiry in Language Studies vol. 4 no. 2-3 (2007), page 85-116.
Fulltext: Vol 4, no 2&3, p 85-116.pdf (396.05KB)

Isi artikel

This paper presents one example of moments of tension from a yearlong ethno- graphic study conducted in a college intermediate Japanese-as-a-foreign-language classroom (Kumagai, 2004). I define moments of tension as those moments when conflicts arise between an instructor’s teaching agenda and students’ learning agenda. Conducting critical discourse analysis (Fairclough, 1992) on such moments revealed that the moments of tension manifest interplay among textual representations, students’ identities, and the instructor’s discourses. Far from being seen as negative incidents to be avoided, moments of tension pro- vided students with an opportunity to challenge the truth claims presented by the text, and to nominate and set a learning agenda that was relevant and significant, yet not a part of the instructor’s original lesson plan. I argue that such moments present rich opportunities for conducting critical literacy practices in a foreign language classroom, helping students deepen their understanding of the sociocultural implications of language use.

Opini Anda

Klik untuk menuliskan opini Anda tentang koleksi ini!

Kembali