Mostrar el registro sencillo del ítem

dc.contributor.authorBobkina, Jelena
dc.contributor.authorStefanova Radoulska, Svetlana (1)
dc.date2016-12
dc.date.accessioned2017-10-28T11:47:34Z
dc.date.available2017-10-28T11:47:34Z
dc.identifier.issn2084-1965
dc.identifier.urihttps://reunir.unir.net/handle/123456789/5860
dc.description.abstractDrawing on the numerous benefits of integrating literature in the EFL classroom, the present paper argues that the analysis of a fictional work in the process of foreign language acquisition offers a unique opportunity for students to explore, interpret, and understand the world around them. The paper presents strong evidence in favour of reader-centered critical reading as a means of encouraging observation and active evaluation not only of linguistic items, but also of a variety of meanings and viewpoints. The authors propose a model of teaching critical thinking skills focused on the reader's response to a literary work. The practical application of the method, which adopts the critical literacy approach as a tool, is illustrated through a series of activities based on the poem "If" by Rudyard Kipling.es_ES
dc.language.isoenges_ES
dc.publisherStudies in Second Language Learning and Teachinges_ES
dc.relation.ispartofseries;vol. 6, nº 4
dc.relation.urihttp://pressto.amu.edu.pl/index.php/ssllt/article/view/6819es_ES
dc.rightsopenAccesses_ES
dc.subjectcritical thinking skillses_ES
dc.subjectcritical literacy approaches_ES
dc.subjectliteraturees_ES
dc.subjectEFL classroomes_ES
dc.subjectEmerginges_ES
dc.subjectScopuses_ES
dc.titleLiterature and critical literacy pedagogy in the EFL classroom: Towards a model of teaching critical thinking skillses_ES
dc.typeArticulo Revista Indexadaes_ES
reunir.tag~ARIes_ES


Ficheros en el ítem

FicherosTamañoFormatoVer

No hay ficheros asociados a este ítem.

Este ítem aparece en la(s) siguiente(s) colección(ones)

Mostrar el registro sencillo del ítem