Teacher’s Narration of Teaching Critical Literacy: It’s a KEY for Raising Students’ Awareness in Iran
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Abstract
To be literate, students need to able to think critically and read between the lines to find the implicit meanings and ideologies. To help Iranian English language learners learn writing as a social action and not independent of social (in)justices and (in)equalities, we included critical literacy in a writing course at the University of [for anonymity]. We intend to illuminate teacher’s narration about raising students’ awareness towards (mal)practices, (in)justices, and (in)equalities of the society in their writings.
To do so, all 52 undergraduate 3rd-year-EFL learners of English Literature and Translation participated in our writing class. The teacher was also an associate professor (50 years old) with critical literacy as his main area of research. Students were required to write essays as mid-term and final exams. The teacher’s reflection on the course in general and on the EFL learners’ reflective essays highlighted that teaching writing through critical literacy helped students realize that writing is a process dependent on different social and political issues.
Students’ growth in critical consciousness through their writing reminds teaching practitioners, policy-makers, and teacher educators to provide innovation in their classrooms to empower language learners with teaching methodologies contrary to what they are accustomed to during their learning.
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