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dc.contributor.authorAnkarlund, James
dc.contributor.authorBos, Janine
dc.date.accessioned2023-05-12T06:00:30Z
dc.date.available2023-05-12T06:00:30Z
dc.date.issued2023-05-12
dc.identifier.urihttps://hdl.handle.net/2077/76450
dc.description.abstractTeaching critical literacy through texts is not a well-researched method, despite the positive result of previous research. Critical literacy as a concept and as a method could be a factor in boosting intercultural competence, which should be considered highly desirable in an ever more diverse society. In this review, we analyze and present studies done on the subject of teaching critical literacy through texts in the EFL-classroom, while also considering the possible increase in intercultural competence when furthering students critical literacy skills. The findings show that teaching critical literacy through texts is beneficial at all levels of education and that an increased intercultural awareness, though not explicitly stated in the findings, is possible as well. In this review, we will conclude by suggesting possible pedagogical implications and areas for future research through conclusions drawn from our findings.en
dc.language.isoengen
dc.relation.ispartofseriesSPLLÄR 2023-002en
dc.subjectCritical literacyen
dc.subjectIntercultural competenceen
dc.subjectESLen
dc.subjectTextsen
dc.subjectCultural awarenessen
dc.titleTeaching Critical Literacy Through the Use of Texts in the ESL-Classroom. A Reviewen
dc.typeText
dc.setspec.uppsokSocialBehaviourLaw
dc.type.uppsokM3
dc.contributor.departmentUniversity of Gothenburg / The Board of Teachers Educationeng
dc.contributor.departmentGöteborgs universitet / Lärarutbildningsnämndenswe
dc.type.degreeStudent essay


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