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Illustrated by an empirical study of English as a Foreign Language
reading in Argentina, this book argues for a different approach to
the theoretical rationales and methodological designs typically
used to investigate cultural understanding in reading, in
particular foreign language reading. It presents an alternative
approach which is more authentic in its methods, more educational
in its purposes, and more supportive of international understanding
as an aim of language teaching in general and English language
teaching in particular.
Illustrated by an empirical study of English as a Foreign Language
reading in Argentina, this book argues for a different approach to
the theoretical rationales and methodological designs typically
used to investigate cultural understanding in reading, in
particular foreign language reading. It presents an alternative
approach which is more authentic in its methods, more educational
in its purposes, and more supportive of international understanding
as an aim of language teaching in general and English language
teaching in particular.
With a Foreword by Hugh Starkey and Audrey Osler, and Afterwords by
Graham Crookes, Hilary Janks and Allan Luke, this book promotes
critical language education and illustrates how a critical agenda
can be enacted in English language education in real classrooms. It
presents four cases located in primary and secondary schools in the
province of Buenos Aires in Argentina in contexts that can be
characterised as vulnerable or difficult. It describes the
possibilities, challenges and limitations of this critical agenda
using students' drawings, posters, leaflets, artwork, classroom
activities and conversational data as foundation, and including the
voices of local teachers in their classrooms. Importantly, these
teachers used teacher-made, locally produced, critical post-method
materials, described by the author of those materials in one of the
chapters. In this way, the book offers a unique balance of
researcher, teacher and materials writer voices. These materials
are included in the book and can help language teachers around the
world to introduce critical perspectives in their specific
contexts. The book is appealing to researchers, classroom teachers,
teacher educators, and materials writers and developers interested
in critical language education.
Text in Spanish. The objective of this study was to investigate the
role of the cultural content of narrative texts with different
perspectives on the process of lecture comprehension in a foreign
language. More specifically, this project had three central
objectives: to explore the influence of the outside perspective,
"from the outside" or "outsider" (that is, with a narrator that is
not from the represented culture) apart from the self-generating
"from the inside" or "insider" (that is, with a narrator that is
part of the represented culture) in the capture of the content of
the narrative texts in L2; to describe the distinct cultural
approach for each of the distinct perspectives; and to describe in
detail the threshold of their own cultural awareness and of others
during the lecture in L2 in various cases.
The importance of cultural perspectives for enhancing the
comprehension of A2 texts has been widely acknowledged by theorists
and researchers in the field. This book reports part of the results
of a broader study whose specific aim was to describe the
comprehension of the cultural content of a literary narrative text
through response writing tasks and visual reformulations. About 200
Argentine college students voluntarily participated in the study.
The chosen selection to be read described a celebration in a Native
American context from an outsider perspective. The difficulty this
population revealed in approaching otherness manifested itself in
the abundance of stereotyped perspectives about the Native
Americans in the written tasks produced.
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