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Reading Beyond the Lines: Teaching Critical Reading in Higher Education.

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Title: Reading Beyond the Lines: Teaching Critical Reading in Higher Education.
Authors: Gonen, Safiye ipek Kuru1 ipekkuru@anadolu.edu.tr, Kizilay, Yeliz2 veliz.kizilav@medeniyet.edu.tr
Source: Reading Matrix: An International Online Journal. Apr2022, Vol. 22 Issue 1, p73-92. 20p. 2 Diagrams, 5 Charts.
Subject Terms: *Reading comprehension, *College teachers, *Higher education, *English as a foreign language, *Teacher educators, *Reading
Abstract: Reading critically in a foreign language (FL) is a fundamental skill which requires readers to go beyond literal comprehension of the texts and adopt an analytical perspective. Nevertheless, critical stance in FL reading is a newer territory and teachers' understanding and implementation of critical reading (CR) practices is crucial. Based on this need, this study aimed at exploring English as a Foreign Language (EFL) teachers' views on CR, their CR practices, and possible challenges they face when they implement such practices. For this purpose, seven university teachers in a Turkish EFL context participated in the study. In order to investigate their CR practices in depth, they answered an open-ended questionnaire, participated in semi-structured interviews, and wrote self-reflection reports. What is more, they were engaged in a hands-on practice of CR in their classrooms. Qualitative analyses in general revealed that although EFL teachers had theoretical information about CR to some extent, they did not implement CR practices to help learners interpret cultural, social, and power relations. In addition, teachers faced challenges stemming from both students and their own background while practicing CR. The results of the study proposed implications for teachers and teacher educators to enhance CR practices in EFL classes. [ABSTRACT FROM AUTHOR]
Copyright of Reading Matrix: An International Online Journal is the property of Readingmatrix.com and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Reading Beyond the Lines: Teaching Critical Reading in Higher Education.
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  Data: <searchLink fieldCode="JN" term="%22Reading+Matrix%3A+An+International+Online+Journal%22">Reading Matrix: An International Online Journal</searchLink>. Apr2022, Vol. 22 Issue 1, p73-92. 20p. 2 Diagrams, 5 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22College+teachers%22">College teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+educators%22">Teacher educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink>
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  Data: Reading critically in a foreign language (FL) is a fundamental skill which requires readers to go beyond literal comprehension of the texts and adopt an analytical perspective. Nevertheless, critical stance in FL reading is a newer territory and teachers' understanding and implementation of critical reading (CR) practices is crucial. Based on this need, this study aimed at exploring English as a Foreign Language (EFL) teachers' views on CR, their CR practices, and possible challenges they face when they implement such practices. For this purpose, seven university teachers in a Turkish EFL context participated in the study. In order to investigate their CR practices in depth, they answered an open-ended questionnaire, participated in semi-structured interviews, and wrote self-reflection reports. What is more, they were engaged in a hands-on practice of CR in their classrooms. Qualitative analyses in general revealed that although EFL teachers had theoretical information about CR to some extent, they did not implement CR practices to help learners interpret cultural, social, and power relations. In addition, teachers faced challenges stemming from both students and their own background while practicing CR. The results of the study proposed implications for teachers and teacher educators to enhance CR practices in EFL classes. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
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  Data: <i>Copyright of Reading Matrix: An International Online Journal is the property of Readingmatrix.com and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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      – SubjectFull: Reading comprehension
        Type: general
      – SubjectFull: College teachers
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      – SubjectFull: Higher education
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      – SubjectFull: English as a foreign language
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      – SubjectFull: Teacher educators
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      – SubjectFull: Reading
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              Text: Apr2022
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