Teaching critical literacy in the classroomA comparison of CLIL and EFL across contexts

  1. Yolanda Ruiz de Zarobe 1
  2. Alba Gutiérrez 2
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

  2. 2 Fundación Universitaria Iberoamericana
Aldizkaria:
VIAL, Vigo international journal of applied linguistics

ISSN: 1697-0381

Argitalpen urtea: 2024

Zenbakia: 21

Orrialdeak: 97-128

Mota: Artikulua

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Beste argitalpen batzuk: VIAL, Vigo international journal of applied linguistics

Laburpena

Critical reading (Fairclough, 1989, 1995; Kress, 1985; Wallace, 2003) is considered to be one of the instruments that gives the necessary resources to construct meaning in discourse. This paper presents the results of a quasi-experimental study with a pretest post-test design on students in the 6th year of primary education (10-11 years old) enrolled in two schools in Spain, one school located in the Basque Country (CLIL group) and the other in Cantabria (EFL group). Altogether four groups were selected: CLIL-experimental, CLIL-control, EFL-experimental and EFL-control. The experimental groups received critical reading strategy instruction for seven weeks while the control groups continued with regular classes. The one-way ANCOVA results showed that students in both the CLIL and EFL programmes developed greater mastery in critical reading after the teaching protocol. However, and contrary to our initial hypothesis, experimental students from the EFL context outperformed the CLIL learners. The novelty of the critical reading awareness protocol and motivation seemed to have a greater influence on the EFL students, who, unlike the CLIL students, were not so familiar with strategy learning. The new training procedure helped them to promote higher order critical reading skills, taking more advantage of the whole strategy learning protocol.

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