| Synopsis: |
Critical Reading in Language Education links theories of critical reading to classroom practice, and addresses the question, " What does it mean to be a critical reader in a second or foreign language?" Against the background of studies in Critical Discourse Analysis and Critical Language Awareness, this question is explored both in the wider context of language and communication and, more specifically, within a classroom setting. The book discusses the ways in which conventional reading differs from critical reading, and the kinds of texts and tasks which support critical reading pedagogy. Many examples of critical language practice from around the world are featured, and at the heart of the book is an in-depth study of one particular multilingual and multicultural group of learners. We look closely at their critical readings of texts within the classroom context and at the way in which they learn from and respond to critical reading both as a tool for learning in the language classroom and as a resource for their future as users of English in a global age. |