Critical literacies pedagogy in the ELL classroom (MGL4036)

Content

The course builds on the knowledge and skills students have acquired in English 2: English language, literature and culture. It aims to introduce the major concepts and research findings related to critical literacies pedagogy, multiliteracies pedagogy and critical performative pedagogy and their application to English language teaching and classroom research. Issues considered include diversity, positioning, voice, agency and access within English language texts and within the ELL classroom. Students will apply their knowledge of critical literacies pedagogy to the selection and development of materials and activities for use in the ELL classroom and examine their own classroom teaching experiences through critical performative practices.

Learning outcome

Knowledge

After completing the course, the student will have knowledge of:

• the major theories underlying critical literacies pedagogy, multiliteracies pedagogy and critical performative pedagogy and their application to the ELL classroom
• the relationship between language, culture, literacy and power and its influence on the enactment of teaching at the classroom level
• global varieties of English and the implications of English language choice and text selection in the multilingual and multicultural ELL classroom
• non-canonical texts and materials for use in the ELL classroom, including children's and young adult literature, indigenous, postcolonial and migrant literature, and digital and film-based media
• arts-based, experiential, and dialogical literature approaches for fostering intercultural competence and critical literacy skills
• arts-based qualitative research methods, ethnographic research methods and critical discourse analysis related to critical literacies pedagogy

Skills

After completing the course, the student will be able to:

• identify multiple perspectives within texts and critically evaluate these for discourses of race, ethnicity, gender, sexual orientation, poverty and class
• select, critically evaluate and adapt canonical and non-canonical texts and materials for use within the ELL classroom using a critical literacies framework
• use arts-based, experiential, and dialogical literature approaches to develop students' intercultural competence and critical literacy skills
• find, refer to and reflect upon relevant English language research literature related to critical literacies pedagogy and use it in academic argumentative texts

General competencies

The student will be able to:

• use academic English confidently and functionally in spoken and written discourse when discussing critical literacies pedagogy and presenting literary and cultural materials selection for use in the ELL classroom
• apply their knowledge of critical literacies pedagogy and arts-based, experiential, and dialogical approaches to literature to further develop their own intercultural competence and critical literacy skills
• apply their knowledge of critical literacies pedagogy and research methods to their ELL teaching practice and classroom research

Required prerequisite knowledge

One of the following alternatives:
MGL2032 English 1: English Linguistics for Teachers for grades 5.-10., MGL2033 English 1; English Teaching Methodology for Young Learners (5.-10.), MGL2034 English 2; English Teaching Methodology 2 (5.-10.), MGL2035 English 2: English language, literature and culture (5-10)
MGL2032 English 1: English Linguistics for Teachers for grades 5.-10., MGL2033 English 1; English Teaching Methodology for Young Learners (5.-10.), MGL2036 English 2. English teaching methodology: Language, literature and culture (5-10)

Recommended prerequisites

Have reached the CEFR C1 level in English in reading, writing, speaking and listening.

Exam

Coursework requirements

Compulsory assignments, Mandatory attendance

1. Students need to complete 2/3 of their teaching practice.
2. Students must attend a minimum of 70% of all lectures and seminars.
3. Students will record personal reflections on course content in weekly logs.
4. Students will present and critically evaluate a text of their choice for use in the EFL classroom using a critical literacies framework.
5. Following their teaching practice, students will participate in a critical performative unit to evaluate their EFL teaching experiences.

These must be approved before the students can be examined. Students who have one or more assignments not approved at first submission will be given one more submission opportunity in a new and improved version.

Course teacher(s)

Course coordinator:

Silje Henriette Amalia Normand

Study Adviser:

Kjersti Gjedrem

Method of work

This course will include a combination of lectures, seminars, student logs, student presentations/performances, and materials development. Much of the course content is not age specific and for that reason many topics will be presented to both groups at the same time. However, some of these topics will be contextualised and discussed at a deeper level in separate GLU1-7 & GLU5-10 seminar groups. Students are expected to work on individual and group assignments in study groups and develop critical literacy curricula and lesson plans.

Course assessment

There must be an early dialogue between the course supervisor, the student union representative and the students. The purpose is feedback from the students for changes and adjustments in the course for the current semester.In addition, a digital subject evaluation must be carried out at least every three years. Its purpose is to gather the students experiences with the course.

Literature