Critical Reading in Language Education

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 in the wider context of language and communication, and in a classroom setting.

Catherine Wallace is a Senior Lecturer in Education at the Institute of Education, University of London.

Acknowledgements

viii

Points of Departure

1

(6)

Reading as a Social Process

7

(19)

Critical Discourse Analysis and Critical Reading

26

(23)

Critical Pedagogy for Language Teaching

49

(30)

The Research Methodology for the Classroom Study

79

(13)

Critical Reading in the Classroom

92

(33)

Talk Around Texts: The Analysis of the Classroom Interaction

125

(31)

Critical Reading Revisited: Diaries, Reading Protocols and Interviews

156

(36)

A Postscript

192

(10)

Bibliography

202

(10)

Index

212

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Critical Reading in Language Education

Summary

Author Biography

Table of Contents

Supplemental Materials