Contenido principal del artículo

Autores

Este estudio exploró los efectos de la implementación del modelo de literacidad crítica de Janks con estudiantes de Inglés como Lengua Extranjera de una universidad colombiana. Siguiendo este modelo, se diseñó e implementó una unidad didáctica para desarrollar la literacidad crítica de los estudiantes mediante la reflexión sobre estereotipos de género, el análisis de comerciales de televisión que estereotipan a las mujeres y la redacción de ensayos sobre dichos estereotipos. Los datos incluyeron trabajos de los estudiantes, audio grabaciones de clases y entrevistas. Los hallazgos mostraron que los estudiantes comprendieron cómo los comerciales televisivos promueven estereotipos contra la mujer. También se familiarizaron con el género del ensayo expositivo mediante el cual tomaron su propia postura frente a tales estereotipos. Además, los estudiantes aprovecharon sus diversas creencias y experiencias para abordar tales temas. Finalmente, los estudiantes pudieron producir ensayos que desafían los estereotipos de género, utilizando una amplia variedad de recursos lingüísticos.

Juan David Murillo Egurrola, Universidad Católica de Oriente, Rionegro, Colombia

Docente de la Facultad de Educación de la Universidad Católica de Oriente. Magister en Enseñanza y Aprendizaje de Lenguas Extranjeras. Áreas de docencia: Escritura académica, Inglés, Prácticas académicas. Áreas de investigación: Escritura académica, Análisis Crítico del Discurso.

Iván Darío Flórez García, Universidad de Antioquia, Medellín, Colombia

Docente de la Escuela de Idiomas de la Universidad de Antioquia. Magister en Enseñanza y Aprendizaje de Lenguas Extranjeras. Áreas de docencia: Escritura académica, Investigación, Prácticas Académicas. Áreas de investigación: Escritura académica, Análisis Crítico del Discurso.

Murillo Egurrola, J. D., & Flórez García, I. D. (2023). El Modelo de Literacidad Crítica de Janks en un Aula de Inglés como Lengua Extranjera. Lenguaje, 51(1), 29–63. https://doi.org/10.25100/lenguaje.v51i1.12092

Agudelo, J. (2007). An intercultural approach for language teaching: Developing critical cultural awareness. Íkala. 12(1), 185-217.

Alford, J., & Jetnikoff, A. (2016). Orientations to critical literacy for English as an additional language or dialect (EAL/D) learners: A case study of four teachers of senior English. Australian Journal of Language and Literacy, 39(2), 111-123.

Andrews, R. (2010). Argumentation in higher education: Improving practice through theory and research. Routledge.

Bareket, O., Shnabel, N., Kende, A., Knab, N., & Bar-Anan, Y. (2021). Need some help, honey? Dependency-oriented helping relations between women and men in the domestic sphere. Journal of Personality and Social Psychology, 120(5), 1175–1203. https://doi.org/10.1037/pspi0000292

Burns, A. (2010). Doing action research in language teaching: A guide for practitioners. Routledge. https://doi.org/10.4324/9780203863466

Chun, C. W. (2017). Critical literacy writing in ESP: Perspectives and approaches. In J. Flowerdew & T. Costley (Eds.), Discipline-specific writing: Theory into practice (pp. 181-195). Routledge.

Comber, B., & Grant, H. (2018). Working critically and creatively with fake news. Journal of Adolescent & Adult Literacy, 62(3), 329-332. https://doi.org/10.1002/jaal.905

Creswell, J., & Poth, C. (2018). Qualitative inquiry & research design: Choosing among five approaches. Sage.

Delpit, L. (2006). Other people's children: Cultural conflict in the classroom. The New Press.

Derewianka, B., & Jones, P. (2016). Teaching language in context. Oxford University Press.

Ekvall, U. (2013). Towards critical literacy: A national test and prescribed classroom preparations. Education Inquiry, 4(2), 243-260. https://doi.org/10.3402/edui.v4i2.22072

Gómez, E. (2017). Use of the genre-based approach to teach expository essays to English pedagogy students. HOW, 24(2), 141-159. https://doi.org/10.19183/how.24.2.330

Gutiérrez, C. (2015). Beliefs, attitudes, and reflections of EFL pre-service teachers while exploring critical literacy theories to prepare and implement critical lessons. Colombian Applied Linguistics Journal, 17(2), 179-192. https://doi.org/10.14483/udistrital.jour.calj.2015.2.a01

Hayik, R. (2015). What does this story say about females? Challenging gender‐biased texts in the English‐language classroom. Journal of Adolescent & Adult Literacy, 59(4), 409-419. https://doi.org/10.1002/jaal.468

Huang, S. Y. (2011). “Critical literacy helps wipe away the dirt on our glasses": Towards an understanding of reading as ideological practice. English Teaching: Practice and Critique, 10(1), 140-164.

Hultin, E., & Westman, M. (2013). Literacy teaching, genres and power. Education Inquiry, 4(2), 279-300. https://doi.org/10.3402/edui.v4i2.22074

Hyland, K. (2003). Second Language Writing. Cambridge University Press. https://doi.org/10.1017/CBO9780511667251

Janks, H. (2004). The access paradox. English in Australia, 139(1), 33-42.

Janks, H. (2009). Writing: A critical literacy perspective. In R. Beard, J. Riley, D. Myhill, & M. Nystrand (Eds.), The SAGE handbook of writing development (pp. 126-136). Sage. https://doi.org/10.4135/9780857021069.n9

Janks, H. (2010). Literacy and power. Routledge. https://doi.org/10.4324/9780203869956

Janks, H. (2012). The importance of critical literacy. English Teaching: Practice and Critique, 11(1), 150- 163.

Janks, H., Dixon, K., Ferreira, A., Granville, S., & Newfield, D. (2014). Doing critical literacy: Texts and activities for students and teachers. Routledge. https://doi.org/10.4324/9780203118627

Kalantzis, M., & Cope, B. (2012). Literacies. Cambridge University Press. https://doi.org/10.1017/CBO9781139196581

Khalil, A., & Dhanesh, G. S. (2020). Gender stereotypes in television advertising in the Middle East: Time for marketers and advertisers to step up. Business Horizons, 63(5), 671-679. https://doi.org/10.1016/j.bushor.2020.05.004

Kim, M. J. (2017). SFL genre-based writing instruction: Expository essay in EFL. Contemporary English and Literature, 61(4),421-455. https://doi.org/10.17754/MESK.61.4.421

Lau, S. (2013). A study of critical literacy work with beginning English language learners: An integrated approach. Critical Inquiry in Language Studies, 10(1), 1-30. https://doi.org/10.1080/15427587.2013.753841

Luke, A. (2012). Critical literacy: Foundational notes. Theory into Practice, 51(1), 4-11. https://doi.org/10.1080/00405841.2012.636324

Luke, A. (2018). Critical literacy, schooling, and social justice: The selected works of Allan Luke. Routledge. https://doi.org/10.4324/9781315100951

Luke, A. (2019). Regrounding critical literacy. In D. Alvermann, N. Unrau, M. Sailors, & R. Ruddell (Eds.), Theoretical models and processes of literacy (7th ed.; pp. 349–360). Routledge. https://doi.org/10.4324/9781315110592-21

Luke, A., & Dooley, K. (2011). Critical literacy and second language learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp.856-867). Routledge.

Lundgren, B. (2013) Bridging discourses in a writing classroom. Education Inquiry, 4(2), 315-332. https://doi.org/10.3402/edui.v4i2.22076

Mantei, J., & Kervin, L. (2016). Re-examining "redesign" in critical literacy lessons with grade 6 students. English Linguistics Research, 5(3), 83-97. https://doi.org/10.5430/elr.v5n3p83

Martin, J. R. (1999). Mentoring semogenesis: ‘Genre-based’ literacy pedagogy. In F. Christie (Ed.), Pedagogy and the shaping of consciousness (pp. 123-155). Continuum.

Martin, J. R. (2009). Genre and language learning: A social semiotic perspective. Linguistics and Education, 20(1), 10-21. https://doi.org/10.1016/j.linged.2009.01.003

Martin, J. R. & Rose, D. (2012). Learning to write, reading to learn: Genre, knowledge and pedagogy in the Sydney school. Equinox.

Mbelani, M. (2019). Exploring the impact of discourses in advancing visual literacy: A case of interpreting advertisements. English Academy Review, 36(1), 46-57. https://doi.org/10.1080/10131752.2019.1589143

Mertens, D. (2015). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. Sage.

Prins, E. (2017). Digital storytelling in adult education and family literacy: A case study from rural Ireland. Learning, Media and Technology, 42(3), 308-323. https://doi.org/10.1080/17439884.2016.1154075

Puchner, L., Markowitz, L., & Hedley, M. (2015). Critical media literacy and gender: Teaching middle school students about gender stereotypes and occupations. Journal of Media Literacy Education, 7(2), 23-34. https://doi.org/10.23860/jmle-7-2-3

Reid, J. (2011). “We don't Twitter, we Facebook”: An alternative pedagogical space that enables critical practices in relation to writing. English Teaching: Practice and Critique, 10(1), 58-80.

Richards, K. (2003). Qualitative inquiry in TESOL. Palgrave Macmillan. https://doi.org/10.1057/9780230505056

Robinson-Pant, A. (2016). Women, literacy and development: an overview. In B. Street & S. May (Eds.), Literacies and language education. The encyclopedia of language and education (3rd ed.; pp. 197-209). Springer. https://doi.org/10.1007/978-3-319-02252-9_16

Rojas, M. (2012). Female EFL teachers: Shifting and multiple gender and language-learner identities. Colombian Applied Linguistics Journal, 14 (1), 92-107. https://doi.org/10.14483/22487085.3823

Rondón, F. (2012). LGBT students’ short-range narratives and gender performance in the EFL classroom. Colombian Applied Linguistics Journal, 14(1), 77-91. https://doi.org/10.14483/22487085.3814

Schleppegrell, M. (2004). The language of schooling: A functional linguistics perspective. Lawrence Earlbaum Associates.

Sharda, A. (2014). Media and gender stereotyping: The need for media literacy. International Research Journal of Social Sciences, 3(8), 43-49. http://www.isca.in/IJSS/Archive/v3/i8/8.ISCA-IRJSS-2014-109.php

Shnabel, N., Bar-Anan, Y., Kende, A., Bareket, O., & Lazar, Y. (2016). Help to perpetuate traditional gender roles: Benevolent sexism increases engagement in dependency-oriented cross-gender helping. Journal of Personality and Social Psychology, 110, 55–75. https://doi.org/10.1037/pspi0000037

Sultan, Rofiuddin, A., Nurhadi, & Priyatni, E. T. (2017). The effect of the critical literacy approach on pre-service language teachers’ critical reading skills. Eurasian Journal of Educational Research, 17(71), 159-174. https://doi.org/10.14689/ejer.2017.71.9

Svensson, G. (2013). Who owns the words. Education Inquiry, 4(2), 261-278. https://doi.org/10.3402/edui.v4i2.22073

Vasquez, V., Janks, H., & Comber, B. (2019). Critical literacy as a way of being and doing. Language Arts, 96(5), 300-311.

Wallace, C. (2010). Critical reading in language education. Palgrave Macmillan.

Recibido 2022-04-14
Aceptado 2022-09-19
Publicado 2023-01-30