“But When do I do Critical Literacy?” Perspectives for Designing Critical Literacy Activities in EFL Classrooms

Abstract This paper aims to present a set of principles for the design of critically grounded activities for English classes in regular school settings. Such principles are based on the pillars of critical literacy according to renowned linguists and scholars of the area, as well as pre-established criteria proposed by Richards (2001) and adapted by Rashidi (2011) for critical-pedagogical practice. A brief contextualization will be presented, as well as theoretical foundations for the organization of such criteria. Following this moment, two practical examples, based on the Brazilian context, will be presented in order to demonstrate the applicability of these theories in language classes at regular schools. The directions hereby proposed are aimed at guiding ELT teachers’ reflections as they try to implement critically based activities in their classrooms.

摘要 本文旨在提出一套面向普通学校英语课堂的批判性素养导向教学活动设计原则。此类原则以该领域知名语言学家与学者提出的批判性读写素养核心框架为依托，同时吸纳了理查兹（Richards, 2001）所提出、拉希迪（Rashidi, 2011）针对批判教育学实践进行适配调整的既定标准。本文将首先开展简要的语境阐释，并阐明此类标准构建的理论基础。在此基础上，本文将结合巴西本土语境呈现两个实操案例，以展示这些理论在普通学校语言课堂中的适用性。本文所提出的指导方向，旨在助力英语语言教学（English Language Teaching, ELT）教师在课堂中推行基于批判性思维的教学活动时开展教学反思。