Por favor, use este identificador para citar o enlazar este ítem: http://hdl.handle.net/10495/11072
Registro completo de metadatos
Campo DC Valor Lengua/Idioma
dc.contributor.advisorEcheverri Sucerquia, Paula Andrea-
dc.contributor.authorRojas Escobar, Paula Andrea-
dc.identifier.citationRojas Escobar, P. A. (2019). Reading Gendered Media Texts Critically: Challenges and Possibilities of Using CLA Principles in an EFL Class (Tesis de maestría). Universidad de Antioquia, Medellín, Colombia.spa
dc.description.abstractABSTRACT: Learning a foreign language goes far beyond becoming a proficient user of some grammatical structures and vocabulary. It should serve a greater purpose: One that expands learners’ horizons, and as Paulo Freire (1970) suggests, enables them to read the world through language. Critical Language Awareness (CLA) is an approach that can help them fulfill this purpose. The present study explored the challenges and possibilities of incorporating CLA principles to foster a critical reading of gendered media texts in an EFL course. Data included video-recorded sessions during scaffolding activities with learners, students’ responses to CLA-based materials designed by the teacher, a teachers’ journal, and a final questionnaire. Results from the study suggest that despite students’ difficulty to cope with language in some media texts, CLA activities helped them to not only enhance oral communication, but also develop skills to identify gendered discourses in media texts and question the ways these positioned them as readers. Data also evidenced that fostering CLA in a FL classroom requires teachers’ self-awareness of what a critical reading of texts implies, not only as to how these principles could be fostered by means of different class activities, but in terms of one’s own understanding of personal biases when confronted with issues such as race, gender, age, and social status. Such understanding could also lead to a better informed selection of texts and materials for the tasks to be carried out in the sense that they would accomplish the purpose of helping students with the bettering of their communicative skills while raising awareness of non-neutral nature of texts.spa
dc.rightsAtribución-NoComercial-SinDerivadas 2.5 Colombia*
dc.subject.lcshLanguage awareness-
dc.titleReading Gendered Media Texts Critically: Challenges and Posibilities of Using CLA Principles in an EFL Classspa
thesis.degree.nameMagíster en Enseñanza y Aprendizaje de Lenguas Extranjerasspa
thesis.degree.disciplineEscuela de Idiomas. Maestría en Enseñanza y Aprendizaje de Lenguas Extranjerasspa
thesis.degree.grantorUniversidad de Antioquiaspa
dc.publisher.placeMedellín, Colombiaspa
dc.type.localTesis/Trabajo de grado - Monografía – Maestríaspa
dc.subject.unescoEnseñanza de idiomas-
dc.subject.unescoLanguage instruction-
dc.subject.lembLanguage and languages - study and teaching-
dc.subject.lembEnglish language - study and teaching-
dc.subject.lembInglés – enseñanza-
dc.subject.lembAnálisis del discurso crítico-
dc.subject.lembCritical discourse analysis-
dc.subject.proposalAprendizaje de idiomasspa
dc.subject.proposalGénero y discursospa
dc.subject.proposalConciencia del lenguajespa
Aparece en las colecciones: Maestrías en Idiomas

Ficheros en este ítem:
Fichero Descripción Tamaño Formato  
RojasPaula_2019_ReadingTextCritically.pdfTesis de maestría6.46 MBAdobe PDFVisualizar/Abrir

Este ítem está sujeto a una licencia Creative Commons Licencia Creative Commons Creative Commons


Gestión de T.I. /Sistema de Bibliotecas / Universidad de Antioquia / Cl. 67 Nº 53 - 108 - Bloque 8 Conmutador: 219 51 51- 219 51 40 bibliotecadigital@udea.edu.co Medellín - Colombia