Critical Reading in Language Education

1. Front Matter

   Pages i-viii

   PDF

2. Points of Departure

   • Catherine Wallace

   Pages 1-6

3. Reading as a Social Process

   • Catherine Wallace

   Pages 7-25

4. Critical Discourse Analysis and Critical Reading

   • Catherine Wallace

   Pages 26-48

5. Critical Pedagogy for Language Teaching

   • Catherine Wallace

   Pages 49-78

6. The Research Methodology for the Classroom Study

   • Catherine Wallace

   Pages 79-91

7. Critical Reading in the Classroom

   • Catherine Wallace

   Pages 92-124

8. Talk Around Texts: The Analysis of the Classroom Interaction

   • Catherine Wallace

   Pages 125-155

9. Critical Reading Revisited: Diaries, Reading Protocols and Interviews

   • Catherine Wallace

   Pages 156-191

10. A Postscript

    • Catherine Wallace

    Pages 192-201

11. Back Matter

    Pages 202-217

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Addressed to researchers in Applied Linguistics, and to professional teachers working in, or studying teaching and learning processes in, multilingual classrooms, Critical Reading in Language Education offers a distinctive contribution to the question of how foreign language learners can be helped to acquire effective literacy in English. At the heart of the book is first-hand classroom research by the author as both teacher and researcher, demonstrating an innovative research methodology and empirical evidence to support a critical reading pedagogy.

• English
• language
• language teaching
• linguistics

'This text is a very important work in the exploration of ESL teaching...with exciting discussion, well-grounded in theoretical positions and paradigms...very accessible to its audience.' - Dr Pat Smith, University of Ballarat, Australia

'Critical Reading in Language Education is the definitive text on critical reading for second language pedagogy. It incorporates a substantive, lucid, and respectful critique of current formulations of theories of critical literacy, as well as offering concrete, elaborated exemplifications of alternatives. Wallace provides tools and examples for enacting the critical reading pedagogy she proposes. She insists on the close study of discourse, attention to detail and methodological rigor; at the same time, she is able to broadly contextualize this detailed analysis and examine its implications through a wide lens. As such, her practice becomes a model for others doing similar classroom based research. This book will be invaluable in preparing teachers for second language classrooms; it is a must-read for second language researchers and practitioners alike.' - Professor Elsa Auerbach, University of Massachusetts, Boston, USA

CATHERINE WALLACE is Reader in Education at the Institute of Education, University of London, UK. She teaches on the MA TESOL at the Institute and is the co-ordinator of an Advanced Diploma in Minority Ethnic Achievement. She has a number of publications in the field of early literacy and the teaching of reading to learners of English as a second or foreign language. These include: Learning to Read in a Multicultural Society: The Social Context of Second Language Literacy (1988) and Reading (1992).

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