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dc.contributorEcheverri Sucerquia, Paula Andrea-
dc.contributor.authorRojas Escobar, Paula Andrea-
dc.date.accessioned2019-05-18T17:16:42Z-
dc.date.available2019-05-18T17:16:42Z-
dc.date.issued2019-
dc.identifier.citationRojas Escobar, P. A. (2019). Reading Gendered Media Texts Critically: Challenges and Possibilities of Using CLA Principles in an EFL Class (Tesis de Maestría). Universidad de Antioquia, Medellín.es_ES
dc.identifier.urihttp://hdl.handle.net/10495/11072-
dc.description.abstractLearning a foreign language goes far beyond becoming a proficient user of some grammatical structures and vocabulary. It should serve a greater purpose: One that expands learners’ horizons, and as Paulo Freire (1970) suggests, enables them to read the world through language. Critical Language Awareness (CLA) is an approach that can help them fulfill this purpose. The present study explored the challenges and possibilities of incorporating CLA principles to foster a critical reading of gendered media texts in an EFL course. Data included video-recorded sessions during scaffolding activities with learners, students’ responses to CLA-based materials designed by the teacher, a teachers’ journal, and a final questionnaire. Results from the study suggest that despite students’ difficulty to cope with language in some media texts, CLA activities helped them to not only enhance oral communication, but also develop skills to identify gendered discourses in media texts and question the ways these positioned them as readers. Data also evidenced that fostering CLA in a FL classroom requires teachers’ self-awareness of what a critical reading of texts implies, not only as to how these principles could be fostered by means of different class activities, but in terms of one’s own understanding of personal biases when confronted with issues such as race, gender, age, and social status. Such understanding could also lead to a better informed selection of texts and materials for the tasks to be carried out in the sense that they would accomplish the purpose of helping students with the bettering of their communicative skills while raising awareness of non-neutral nature of texts.es_ES
dc.format.extent134es_ES
dc.format.mimetypeapplication/pdfes_ES
dc.language.isoenes_ES
dc.publisherUniversidad de Antioquiaes_ES
dc.type.hasversioninfo:eu-repo/semantics/acceptedVersiones_ES
dc.rightsinfo:eu-repo/semantics/openAccesses_ES
dc.sourceinstname: Universidad de Antioquiaes_ES
dc.sourcereponame: Repositorio Institucional Universidad de Antioquiaes_ES
dc.subjectCritical language awarenesses_ES
dc.subjectCritical readinges_ES
dc.subjectEnglish as a foreign language (EFL)es_ES
dc.subjectForeign language classroomes_ES
dc.subjectForeign language teachinges_ES
dc.subjectAula de lenguas extranjerases_ES
dc.subjectConciencia critica del lenguajees_ES
dc.subjectEnseñanza de lenguas extranjerases_ES
dc.subjectLectura críticaes_ES
dc.subjectInglés como lengua extranjera (ILE)es_ES
dc.titleReading Gendered Media Texts Critically: Challenges and Posibilities of Using CLA Principles in an EFL Classes_ES
dc.typeinfo:eu-repo/semantics/masterThesises_ES
dc.publisher.programMaestría en Enseñanza y Aprendizaje de Lenguas Extranjerases_ES
dc.publisher.departamentEscuela de Idiomases_ES
Aparece en las colecciones: Maestrías en Idiomas

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