Hostname: page-component-78c5997874-ndw9j Total loading time: 0 Render date: 2024-11-05T14:28:24.914Z Has data issue: false hasContentIssue false
  • English
  • Français

CRITICAL LITERACIES AND LANGUAGE EDUCATION: GLOBAL AND LOCAL PERSPECTIVES

Published online by Cambridge University Press:  21 July 2005

Brian Morgan  and
Vaidehi Ramanathan
Get access Rights & Permissions [Opens in a new window]

Abstract

Increasingly aware of the “critical” turn in our disciplines, we offer a partial survey of scholarship in two key realms—English for academic purposes (EAP) and globalization—where the term “critical literacy” has particular relevance. We begin by addressing some key concepts and ideological tensions latent beneath the term “critical.” We then address the pedagogical priorities that arise from this conceptualization, in particular, the use of texts to distance individual and group identities from powerful discourses. Next, we review studies that demonstrate how different teachers and researchers have engaged in unraveling and cross-questioning the rhetorical influences of various texts types, including multimodal ones. In the final section, we discuss the intertwined processes of homogenization and diversification arising from the economic, cultural, and political strains of globalization with particular emphasis on their implications for critical literacies and language education.

Type
LITERACY STUDIES
Information
Annual Review of Applied Linguistics , Volume 25 , March 2005 , pp. 151 - 169
Copyright
© 2005 Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Appadurai A. 1996. Modernity at large: Cultural dimensions of globalization. Minneapolis, MI: University of Minnesota Press.
Atkinson D. 2002. Writing and culture in the post-process era. Journal of Second Language Writing, 12, 49– 63.Google Scholar
Bayley R., & Schecter S. R. (Eds.). 2003. Language socialization in bilingual and multilingual societies. Clevedon, UK: Multilingual Matters.
Bazerman C. 2004. Intertextuality: How texts rely on other texts. In C. Bazerman & P. Prior (Eds.), What writing does and how it does it: An introduction to analyzing texts and textual practices. Mahwah, NJ: Erlbaum.
Bazerman C., & Prior P. (Eds.). 2004. What writing does and how it does it: An introduction to analyzing texts and textual practices. Mahwah, NJ: Erlbaum.
Benesch S. 1998. Anorexia: A feminist EAP curriculum. In T. Smoke Adult ESL: Politics, pedagogy, and participation in classroom and community programs (pp. 101– 114). Mahwah, NJ: Erlbaum.
Benesch S. 2001. Critical English for academic purposes. Mahwah, NJ: Erlbaum.
Block D. 2002. ‘McCommunication:’ A problem in the frame for SLA. In D. Block & D. Cameron (Eds.), Globalization and language teaching (pp. 117– 133). London: Routledge.
Block D., & Cameron D. (Eds.). 2002. Globalization and language teaching. London: Routledge.
Brito I., Lima A., & Auerbach E. 2004. The logic of nonstandard teaching: A course in Cape Verdean language, culture and history. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 181– 200). Cambridge: Cambridge University Press.
Cameron D. 2002. Globalization and the teaching of ‘communication skills.’ In D. Block & D. Cameron (Eds.), Globalization and language teaching (pp. 67– 82). London: Routledge.
Canagarajah S. 1999. Resisting linguistic imperialism in language teaching. Oxford: Oxford University Press.
Canagarajah S. 2002. Multilingual writers and the academic community: Towards a critical relationship. Journal of English for Academic Purposes, 1, 29– 44.Google Scholar
Canagarajah S. 2004a. Subversive identities, pedagogical safehouses, and critical learning. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 116– 137). Cambridge: Cambridge University Press.
Canagarajah S. 2004b. Multilingual writers and the struggle for voice in academic discourse. In A. Pavlenko & A. Blackledge (Eds.), Negotiation of identities in multilingual contexts (pp. 266– 289). Clevedon, UK: Multilingual Matters.
Carr J. 2003. Culture through the looking glass: An intercultural experiment in sociolinguistics. In A. J. Liddicoat, S. Eisenchlas, & S. Trevaskes (Eds.), Australian perspectives on internationalizing education (pp. 75– 86). Melbourne: Language Australia.
Casanave C. P. 2002. Multicultural case studies of academic literacy practices in higher education. Mahwah, NJ: Erlbaum.
Casanave C. P. & Vandrick S. (Eds.). 2003. Writing for scholarly publication, Mahwah, NJ: Erlbaum.
Clarke M. A. 2003. Essays for educators in troubled times: Surviving innovation (Vol. 1) Ann Arbor, MI: University of Michigan Press.
Cooke D. 2004. What can a text mean? New Zealand Journal of Adult Learning, 32, 52– 64.Google Scholar
Cope B., & Kalantzis M. (Eds.). 2000. Multiliteracies: Literacy learning and the design of social futures. London: Routledge.
Corbett J. 2003. An intercultural approach to English language teaching. Clevedon, UK: Multilingual Matters.
Corson D. 2002. Teaching and learning for market-place utility. International Journal of Leadership in Education, 1, 1– 13.Google Scholar
Cummins J. 2001. Negotiating identities: Education for empowerment in a diverse Society (2nd ed.). Ontario, CA: California Association of Bilingual Education.
Darley A. 2000. Visual digital culture: Surface play and spectacle in new media genres. London: Routledge.
Dyson A. H. 2001. Children appropriating literacy: Empowerment pedagogy from young children's perspective. In B. Comber & A. Simpson (Eds.), Negotiating critical literacies in classrooms (pp. 3– 18). Mahwah, NJ: Erlbaum.
Edelsky C., & Johnson K. 2004. Critical whole language practice in time and place. Critical Inquiry in Language Studies, 1, 121– 141.Google Scholar
Egbo B. 2004. Intersections of literacy and construction of social identities. In A. Pavlenko & A. Blackledge (Eds.), Negotiation of identities in multilingual contexts (pp. 243– 265). Clevedon, UK: Multilingual Matters.
Freire P. 1997. Pedagogy of the oppressed. New York: Continuum.
Gee J. P. 2002. Literacies, identities, and discourses. In M. J. Schleppegrell & M. C. Colombi (Eds.), Developing advanced literacy in first and second languages: Meaning with power (pp. 159– 175). Mahwah, NJ: Erlbaum.
Goldstein T. 2001. Researching women's language in multilingual workplaces. In A. Pavlenko, A. Blackledge, I. Piller, & M. Teutsch-Dwyer (Eds.), Multilingualism, second language learning, and gender (pp. 77– 101). Berlin: Mouton de Gruyter.
Goldstein T. 2003. Teaching and learning in a multilingual school. Mahwah, NJ: Erlbaum.
Granger C. A. 2004. Silence in second language learning: A psychoanalytic reading. Clevedon, UK: Multilingual Matters.
Gray J. 2002. The global coursebook in English language teaching. In D. Block & D. Cameron (Eds.), Globalization and language teaching (pp. 151– 167). London: Routledge.
Harklau L. 2003. Representational practices and multi-modal communication in U.S. high schools: Implications for adolescent immigrants. In R. Bayley & S. R. Schecter (Eds.), Language socialization in bilingual and multilingual societies (pp. 83– 97). Clevedon, UK: Multilingual Matters.
Harris R., Leung C., & Rampton B. 2002. Globalization and the commodification of bilingualism in Canada. In D. Block & D. Cameron (Eds.), Globalization and language teaching (pp. 29– 64). London: Routledge.
Hassan R. 2003. Globalization, literacy, and ideology. World Englishes, 22, 433– 488.Google Scholar
Heller M. 2003. Globalization, the new economy, and the commodification of language and identity. Journal of Sociolinguistics, 7, 473– 492.Google Scholar
Hunter J., & Morgan B. 2001. Language and public life: Teaching multiliteracies in ESL. In I. Leki (Ed.), Academic writing programs (pp. 99– 109). Alexandria, VA: TESOL.
Ibrahim A. 2003. “Whassup, homeboy?” Joining the African diaspora: Black English as a symbolic site of identification and language learning. In S. Makoni, G. Smitherman, A. Ball, & A. Spears (Eds.), Black linguistics: Language, society and politics in Africa and the Americas (pp. 169– 185). London: Routledge.
Janks H. 2001. Identity and conflict in critical literacy. In B. Comber & A. Simpson (Eds.), Negotiating critical literacy in classrooms (pp. 137– 150). Mahwah, NJ: Erlbaum.
Johnston B. 2003. Values in English language teaching. Mahwah, NJ: Erlbaum.
Kanno Y. 2003. Negotiating bilingual and bicultural identities: Japanese returnees betwixt two worlds. Mahwah, NJ: Erlbaum.
Katz M. 2000. Workplace language teaching and the intercultural construction of ideologies of competence. Canadian Modern Language Review, 57, 144– 172.Google Scholar
Kramsch C. 2000. Global and local identities in the contact zone. In C. Gnutzmann Teaching and learning English as a global language (pp. 131– 143). Tübingen, Germany: Stauffenberg Verlag.
Kramsch C., & Thorne S. 2002. Foreign language learning as global communicative practice. In D. Block & D. Cameron (Eds.), Globalization and language teaching (pp. 83– 100). London: Routledge.
Kress G. 2000. Multimodality. In B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy learning and the design of social futures (pp. 182– 202). London: Routledge.
Kress G. 2003. Literacy in the new media age. London: Routledge.
Kress G., & van Leeuwen T. 1996. Reading images: The grammar of visual design. New York: Routledge.
Kubota R. 2001. Teaching world Englishes to native speakers of English in the USA. World Englishes, 20, 47– 64.Google Scholar
Kubota R. 2004. Critical multiculturalism and second language education. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 30– 52). Cambridge: Cambridge University Press.
Kumaravadivelu B. 2002. From coloniality to globality: (Re)visioning English language education in India. Indian Journal of Applied Linguistics, 28 (2), 45– 61.Google Scholar
Kumaravadivelu B. 2003a. Beyond methods: Macrostrategies for language teaching. New Haven, CT: Yale University Press.
Kumaravadivelu B. 2003b. Critical language pedagogy: A postmethod perspective on English language teaching. World Englishes, 22, 539– 550.Google Scholar
Lemke J. L. 2002. Multimedia semiotics: Genres for science education and scientific literacy. In M. J. Schleppegrell & M. C. Colombi (Eds.), Developing advanced literacy in first and second languages: Meaning with power (pp. 21– 44). Mahwah, NJ: Erlbaum.
Lewis C. 2001. Literary practices as social acts: Power, status, and cultural norms in the classroom. Mahwah, NJ: Erlbaum.
Lin A., & Luk J. 2002. Beyond progressive liberalism and cultural relativism: Towards critical postmodernist, socio-historically situated perspectives in classroom studies. Canadian Modern Language Review, 59, 97– 124.Google Scholar
Lotherington H. 2001. Reshaping literacies in the age of information. Contact, 27, (2), 4– 11.Google Scholar
Lotherington H. 2003. Multiliteracies in Springvale: Negotiating language, culture and identity in suburban Melbourne In R. Bayley & S. R. Schecter (Eds.), Language socialization in bilingual and multilingual societies (pp. 200– 217). Clevedon, UK: Multilingual Matters.
Luke A. 2004. Two takes on the critical. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 21– 29). Cambridge: Cambridge University Press.
Luke A., & Elkins J. 2002. Towards a critical, worldly literacy. Journal of Adolescent and Adult Literacy, 45, 668– 673.Google Scholar
Mackie A. 2003. Race and desire: Toward critical literacies for ESL. TESL Canada Journal, 20 (2), 23– 37.Google Scholar
McChesney R. W. 1999. Rich media, poor democracy: Communication politics in dubious times.Urbana, IL: University of Illinois Press.
Mondiano M. 2004. Monoculturalization and language dissemination. Journal of Language, Identity, and Education, 3, 215– 227.Google Scholar
Morgan B. 2004a. Modals and memories: A grammar lesson on the Quebec referendum on sovereignty. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 158– 178). Cambridge: Cambridge University Press.
Morgan B. 2004b. Teacher identity as pedagogy: Towards a field-internal conceptualization in bilingual and second language education. International Journal of Bilingual Education and Bilingualism, 7, 172– 188.Google Scholar
Morgan B. (in press). Poststructuralism and applied linguistics: Complementary approaches to identity and culture in ELT. In J. Cummins & C. Davison (Eds.), Kluwer handbook of English language teaching. Dordrecht: Kluwer Academic Publishers.
Nelson C. 2002a. Queer as a second language: Classroom theatre for everyone (Featured presentation), TESOL Convention, Salt Lake City, Utah.
Nelson C. 2002b. Why queer theory is useful in teaching: A perspective from English as a second language teaching. In K. H. Robinson, J. Irwin, & T. Ferfolja (Eds.), From here to diversity: The social impact of lesbian and gay issues in education in Australia and New Zealand (pp. 43– 53). Binghamton, NY: Harrington Park Press.
Nieto S. 2002. Language, culture, and teaching: Critical perspectives for a new century. Mahwah, NJ: Erlbaum.
New London Group. 1996. A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66, 60– 92.
Norton B. 2000. Identity and language learning: Gender, ethnicity and educational change. London: Longman.
Norton B., & Vanderheyden K. 2004. Comic book culture and second language learners. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 201– 222). New York: Cambridge University Press.
Pavlenko A. 2003. “I never knew I was bilingual”: Reimagining teacher identities in TESOL. Journal of Language, Identity, and Education, 2, 251– 268.Google Scholar
Pavlenko A. 2004. ‘The making of an American:’ Negotiation of identities at the turn of the twentieth century. In A. Pavlenko & A. Blackledge (Eds.), Negotiation of identities in multilingual contexts (pp. 34– 67). Clevedon, UK: Multilingual Matters.
Pennycook A. 2001. Critical applied linguistics: A critical introduction. Mahwah, NJ: Erlbaum.
Pennycook A. 2003. Global Englishes, Rip Slyme, and performativity. Journal of Sociolinguistics, 7, 513– 533.Google Scholar
Pennycook A. 2004a. Critical moments in a TESOL praxicum. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 327– 345). Cambridge: Cambridge University Press.
Pennycook A. 2004b. Performativity and language studies. Critical Inquiry in Language Studies, 1, 1– 20.Google Scholar
Purcell-Gates V., & Waterman R. A. 2000. Now we read, we see, we speak: Portrait of literacy development in an adult Freirean-based class. Mahwah, NJ: Erlbaum.
Quinlisk C. C. 2003. Media literacy in the ESL/EFL classroom: Reading images and cultural stories. TESOL Journal, 12 (3), 35– 40.Google Scholar
Ramanathan V. 2002. The politics of TESOL education: Writing, knowledge, critical pedagogy. New York: RoutledgeFalmer.
Ramanathan V. 2004 (In production). The English-vernacular divide: Postcolonial language politics and practice. Clevedon, UK: Multilingual Matters.
Ramanathan V. 2005 Seepage, contact zones, and amalgam: Internationalizing TESOL. TESOL Quarterly, 39, (1), 119– 123.Google Scholar
Rassool N. 1999. Literacy for sustainable development in the age of information. Clevedon, UK: Multilingual Matters.
Rutherford P. 2000. Endless propaganda. Toronto: University of Toronto Press.
Sahni U. 2001. Children appropriating literacy: Empowerment pedagogy from young children's perspective. In B. Comber & A. Simpson (Eds.), Negotiating critical literacy in classrooms (pp. 19– 35). Mahwah, NJ: Erlbaum.
Schleppegrell M., & Colombi M. C. (Eds.). 2002. Developing advanced literacy in first and second languages: Meaning with power. Mahwah, NJ: Erlbaum.
Shea C. M. 1998. Critical and constructive postmodernism: The transformative power of holistic education. In H. S. Shapiro & D. E. Purpel (Eds.), Critical social issues in American education: Transformation in a postmodern world (2nd ed.) (pp. 337– 354). Mahwah, NJ: Erlbaum.
Spring J. 2001. Globalization and educational rights: An intercivilizational analysis. Mahwah, NJ: Erlbaum.
Starfield S. 2004. “Why does this feel empowering”? Thesis writing, concordancing, and the corporatizing university. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 138– 157). Cambridge: Cambridge University Press.
Stein P. 2004. Representation, rights, and resources: Multimodal pedagogies in language and literacy. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 95– 115). Cambridge: Cambridge University Press.
Thompson C. 2002. Teaching critical thinking in EAP courses in Australia. TESOL Journal, 11 (4), 15– 20.Google Scholar
Toohey K. 2000. Learning English at school: Identity, social relations and classroom practice. Clevedon: Multilingual Matters.
Toohey K., & Waterstone B. 2004. Negotiating expertise in an action research community. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 291– 310). Cambridge: Cambridge University Press.
Vandrick S. 1999. ESL and the colonial legacy: A teacher faces her ‘missionary kid’ past. In G. Haroian-Guerin The personal narrative: Writing ourselves as teachers and scholars (pp. 63– 74). Portland, ME: Calendar Islands Publishers.
Varghese M. 2004. Professional development for bilingual teachers in the United States: A site for articulating and contesting professional roles. In J. Brutt-Griffler & M. Varghese (Eds.), Bilingualism and language pedagogy (pp. 130– 145). Clevedon, UK: Multilingual Matters.
Wallace C. 2001. Critical literacy in the second language classroom: Power and control. In B. Comber & A. Simpson (Eds.), Negotiating critical literacies in classrooms (pp. 209– 228). Mahwah, NJ: Erlbaum.
Wallace C. 2002. Local literacies and global literacy. In D. Block & D. Cameron (Eds.), Globalization and language teaching (pp. 101– 114). London: Routledge.
Warnick B. 2002. Critical literacy in a digital era: Technology, rhetoric and the public interest. Mahwah, NJ: Erlbaum.
Warschauer M. 2004. Technology and social inclusion: Rethinking the digital divide. Cambridge, MA: MIT Press.
Wihak C. 2004. The meaning of being white in Canada: A personal narrative. TESL Canada Journal, 21, (2), 110– 115.Google Scholar
Young J. P. 2002. Displaying practices of masculinity: Critical literacy and social contexts. Journal of Adolescent and Adult Literacy, 45, 4– 14.Google Scholar