Conceptualisation and enactment of critical literacy for senior high school EAL learners in Queensland, Australia : commitments, constraints and contradictions

Alford, Jennifer Helen (2015) Conceptualisation and enactment of critical literacy for senior high school EAL learners in Queensland, Australia : commitments, constraints and contradictions. PhD thesis, Queensland University of Technology.

Abstract

This case study examined four teachers' understandings and teaching of Critical Literacy with senior English as an Additional Language (EAL) learners in two Queensland high schools. Despite continuous, rapid curriculum change in Australia and efforts to diminish Critical Literacy, the four teachers continued to feature it successfully in their teaching with often marginalised learners. They used critical literacy to provide access to and critique dominant language codes, and to draw on learners' diverse experiences. To a lesser extent, the teachers created opportunities for redesigning dominant texts. Implications are important for policy production and interpretation, school planning and teacher professional development.

Impact and interest:

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ID Code: 79931
Item Type: QUT Thesis (PhD)
Supervisor: Jetnikoff, Anita, Grieshaber, Sue, & Kettle, Margaret
Additional Information: Recipient of 2015 Outstanding Doctoral Thesis Award
Keywords: Critical literacy, Critical discourse analysis, English language learners, Critical case study, systemic functional linguistics, ODTA
Divisions: Past > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
Institution: Queensland University of Technology
Deposited On: 30 Jan 2015 06:35
Last Modified: 21 Jun 2017 14:50

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