Critical literacy development in an EFL classroom

Abstract

This qualitative research aims to interpret the students’ statements about what actual social issues represent for them. The study took place in a private bilingual school where the development of literacy has been at the core of its academic concerns. Traditional literacy and critical literacy, and the relation between them are the main theoretical pillars discussed. The participants were 10 senior students, who got involved in a pedagogical innovation for eight months, and whose purpose was to make them gain awareness of the social issues that surround them through the writing of argumentative essays. The instruments used for data collection were discussions and the students’ papers. The findings suggest that the students assumed social agency roles as a result of their sensibility and sensitivity towards issues such as bullying, discrimination, and mistreatment, and reading and writing helped them fight back and grew personally. Furthermore, they had the opportunity to experience literacy as an act where they could rediscover themselves and in turn, make sense of the world around them. The study concludes with the idea that the development of critical literacy ought to be promoted among students so they can access the reality beyond the classroom in a dynamic, engaging way, and respond accordingly to the social present demands.