Critical Reading in Language Education by Catherine Wallace (auth.)

By Catherine Wallace (auth.)

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One goal of my research was to explore not the exercise of strategies but to take a wider perspective on the sociocultural as well as individual resources which readers bring with them to a reading task. One way in which reader experiential and knowledge resources have been built into a model of the reading process is through the literature on Schema Theory which I turn to next. Schema theory Schema theory, a notion deriving originally from Bartlett (1932), is concerned with the way readers match up incoming data from the text with existing mental representations of situations, events or phenomena.

It also involves awareness of literacy practices, both within schools and in real life, which are mediated by wider sociocultural values and attitudes. Moreover, the aim is to make 36 Critical Reading in Language Education students aware not just of the existence of different forms of language in different settings, but of the implications of power involved in their use and circulation. Language awareness at this macro level has been the concern of scholars in the fields of anthropology and ethnography.

Having a critical perspective on wider social practices, arrangement, relations, allocations and procedures This third phase of the cycle involves the revisiting of practices and values introduced in the first phase of the cycle at the start of a Critical Reading course. It offers the opportunity of a widening out of the parameters from the study of specific features of texts. At the same time there may be recontextualising and revisiting of specific texts studied either in phase one or two. This might take place in a number of ways.

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