Critical Literacy Pedagogy for Bilingual Preservice Teachers by Hyesun Cho

Author:Hyesun Cho
Language: eng
Format: epub
Publisher: Springer Singapore, Singapore

10.Then, students can more actively participate in discussions and relate themselves to the topic such as their learning or teaching experiences, things that they have learned from other classes, their personal opinions and comments, and so forth. (Jisun, weekly reflection journal)

Jisun begins with an affective statement (“What makes me feel frustrated in the class is…”) about a course in which she finds problematic and ineffective. Then she provides a plausible explanation about her frustration with the course and gives an example to support her argument. Rather than only criticizing the problem of a particular academic practice she faces, she offers an alternative way of class discussion in turn 9. Her desire for readings that encompass more critical, relevant issues to students is clearly depicted in turns 9–10. When I asked her if she had ever raised this issue with the instructor, she responded negatively, attributing her lack of action to the hierarchical power structure between teacher and student. Moreover, in a follow-up interview, she admitted her past belief as an undergraduate student that she was supposed to learn as much knowledge from the textbook and teachers as possible without questioning it.

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