| Autor: |
Ghahremani-Ghajar, Sue-san, Mirhosseini, Seyyed Abdolhamid |
| Předmět: |
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| Zdroj: |
Language, Culture & Curriculum; 2005, Vol. 18 Issue 3, p286-299, 14p |
| Abstrakt: |
This qualitative study, employing an ethnographic research method, investigates how dialogue journal writing, which allows teachers and learners to engage in `written conversation', may provide an opportunity to bring critical pedagogy and foreign language education together in a productive way in the context of a critical literacy practice. The data consisted of informal written interviews and more than 600 journal entries written by 30 16-year-old high school students in Tehran. The results were qualitatively analysed in search of themes relevant to empowerment as a critical educational value and critical writing as a critical literacy practice. The study revealed that writing dialogue journals as a language education activity in EFL pedagogy may empower learners and provide them with opportunities to express their `voice'. It further revealed that dialogue journal writing led to gains in critical self-reflective EEL writing ability. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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