Critical Literacies in English Language Classes

Participants are requested to do the following pre-course readings. Upon the completion of the readings, participants will also be asked to provide a structured reflective narrative whereby they will be encouraged to explore their professional experiences, opinions and knowledge in relation to the topics addressed in the readings.

• Abednia, A. & Crookes, G. V. (2019). “Critical Literacy as a Pedagogical Goal in English Language Teaching”. In X. Gao (Ed.) Second Handbook of English Language Teaching. Springer.
• Banegas, D. L. & Castro, L. S. V. (2016). “Criticality”. ELT Journal/ doi:10.1093/elt/ccw048.

The course is designed to help language teachers translate a variety of elements and principles of criticality into pedagogic action in English language classrooms.  The main goal of the course is to contribute to English language teachers’ professional development by providing a broad and flexible pedagogical frame for ongoing criticality in English language classes and integrate multiliteracies education to their own pedagogical agendas. Through various exploratory hands-on tasks, the course offers an interactive and experiential platform for exploring ideas and tools for critical language awareness, critical media literacy, critical academic literacies and critical pedagogies as well as developing instructional strategies and materials to support language learning and teaching processes anchored in criticality.

The course offers abundant opportunities for discussions, co-constructive work on developing plans and instructional materials underpinned by critical literacies in language classrooms. A range of critical practices applied in English language classes will be introduced as a practical baseline for the examination and development of plans and materials founded upon critical literacies. Teachers will find the opportunity to work on a wide range of methodologies, including multimodal reading of texts to gain social exchange of meanings, critical incidents for intercultural learning, critical into creative thinking in text production and design, and academic literacy building through focus on genres.

Upon successful completion of the course, the participants will be able to:

• identify different theoretical takes on criticality and critical literacies
• develop concrete strategies for implementing discourse awareness in classroom practices by focusing on different genres
• create instructional tools for promoting critical media literacy
• facilitate intercultural learning through critical media awareness
• develop instructional tools for helping students distinguish fact from opinion, argument from non-argument or disagreement.
• develop strategies for asking effective questions in dealing with texts (spoken, written, multimodal) and for critical reading
• integrate key academic language skills to pedagogical agendas (i.e justifying, assuming, comparing, distinguishing)
• create a classroom atmosphere conducive to criticality

The participants will be required to build up a portfolio that document the outputs they create throughout the course, including their analytical-evaluative works and instructional materials and plans, to be shared with other stakeholders in their local contexts. Upon the completion of the course, the participants will be requested to provide a final structured reflective narrative whereby they will be encouraged to explore their achievements and experiences.

The program is mainly designed for English language teachers at secondary schools. Program coordinators and curriculum developers are also welcome to participate in this shared platform for investing on criticality in educational contexts.

Istanbul University – Cerrahpaşa Continuing Education Center

Date	Course Times	Course Content
Day1		defining critical literacy from different angles Introducing criticality and critical literacies pedagogic frame for exploring critical language education practises facilitating inclusive and critical education in language learning contexts
Day2		multiliteracies education anchored in criticality focus on text as discourse: strategies for effective interaction with texts multimodal readings of texts and learners as designers intercultural learning through critical media awareness: close focus on representation
Day3		developing academic literacies by investing on critical thinking (focus on i.e fact, opinion, argument, agreement, reasoning, persuasion, justification) strategies for helping students find their critical voice
Day4		utilizing media-informed, project-based and research-driven practices and portfolio-centred applications in developing critical language awareness translating principles of critical reflection to pedagogical action; planning for discourse syllabus geared toward criticality

Program Coordinator 

Instructors 

5 – 15 participants

Digital certificate.

Face to Face or Distance Education

You can choose one of the following payment methods EFT and Credit Card.

P.S:***The course fees are to be made to the Halk Bank IBAN number or Account Number above with the following information: Recipient name: Istanbul University - Cerrahpasa Surekli Egitim Merkezi In the Explanation Section: Be sure to write your Name-Surname and Course Name. You should send the Payment Receipt to sem@iuc.edu.tr.