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This book examines critical literacy within language and literacy
learning, with a particular focus on English as an Additional
Language learners in schools who traditionally are not given the
same exposure to critical literacy as native-English speakers. An
important and innovative addition to extant literature, this book
explains how English language teachers understand critical literacy
and enact it in classrooms with adolescent English language
learners from highly diverse language backgrounds. This book brings
together the study of two intersecting phenomena: how critical
literacy is constructed in English language education policy for
adolescent English language learners internationally and how
critical literacy is understood and enacted by teachers amid the
so-called 'literacy crisis' in neoliberal eduscapes. The work
traces the ways critical literacy has been represented in English
language education policy for adolescents in five contexts:
Australia, England, Sweden, Canada and the United States. Drawing
on case study research, it provides a comparative analysis of how
policy in these countries constructs critical literacy, and how
this then positions critical engagement as a focus for teachers of
English language learners. Empirically based and accessibly
written, this timely book will be of interest to a wide range of
academics in the fields of adolescent literacy education, English
language learning and teaching, education policy analysis, and
critical discourse studies. It will also appeal to teachers,
post-graduate students and language education policy makers.
This book examines critical literacy within language and literacy
learning, with a particular focus on English as an Additional
Language learners in schools who traditionally are not given the
same exposure to critical literacy as native-English speakers. An
important and innovative addition to extant literature, this book
explains how English language teachers understand critical literacy
and enact it in classrooms with adolescent English language
learners from highly diverse language backgrounds. This book brings
together the study of two intersecting phenomena: how critical
literacy is constructed in English language education policy for
adolescent English language learners internationally and how
critical literacy is understood and enacted by teachers amid the
so-called 'literacy crisis' in neoliberal eduscapes. The work
traces the ways critical literacy has been represented in English
language education policy for adolescents in five contexts:
Australia, England, Sweden, Canada and the United States. Drawing
on case study research, it provides a comparative analysis of how
policy in these countries constructs critical literacy, and how
this then positions critical engagement as a focus for teachers of
English language learners. Empirically based and accessibly
written, this timely book will be of interest to a wide range of
academics in the fields of adolescent literacy education, English
language learning and teaching, education policy analysis, and
critical discourse studies. It will also appeal to teachers,
post-graduate students and language education policy makers.
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