Critical Literacy with Adolescent English Language Learners: Exploring Policy and Practice in Global

What is critical literacy and why is it important for adolescent learners of English as an Additional Language (EAL) now?Teachers’ voices on what critical literacy is: Four snapshotsCritical literacy - Origins and definitionsWhy is critical literacy important for EAL learners?Structure of this bookNoteReferencesConstructing critical literacy in English language education policy – Global perspectivesTracing critical literacy in curriculum across global contextsThe five contextsCritical Discourse Analysis (CDA) as method of analysisCritical literacy across international English language education policies: Commitments, constraints, and contradictions.College and Career Readiness Anchor Standards for Reading Key Ideas and DetailsApplication of Common Core State Standards for English Language LearnerssummaryTeaching critical literacy with high school English as an additional language learners – A review of international literatureTeachers’ understandings and practice of critical literacy in high school classrooms with English learnersPositioning English learners as capable of doing critical literacyResearch on adolescent English learners’ experiences of critical literacyResearch on students engaging with texts critically outside the classroomCritical media literacy and critical digital literacy research in high schoolsResearch on emotion/affect and critical literacyEmerging directions for research on critical literacy with English learnersSix instructional models of critical literacyOpportunities for engagement with emotion and affect in existing critical literacy modelsFeatures and affordances of the six models for critical literacy work with English language learnerssummaryEnacting critical literacy with adolescent English as an additional language learners – Four case studies of teacher practiceBackground: Policy shifts in Australia - The dwindling focus on critical literacyCritical discourse analysis (CDA) using systemic functional linguistics (SFL) - The analytical toolkitTalking critical literacy into being: The textual features of teachers’ interview talk and classroom talk.Case one: LUCASCase two - RIVACase three: MARGOTCase four: CELIAConclusionCritical literacy between shifting policy and classroom practice: Cross-case synthesis and future possibilities for practiceCross-case analysis of the four teachers’ orientations to critical literacy
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