Promoting critical awareness in EFL readings : a critical pedagogical proposal in 11th grade at a subsidized school

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dc.contributor.advisorGajardo Moller, Consuelo
dc.contributor.authorCuitiño Ojeda, Jocelyn Carola
dc.contributor.otherPontificia Universidad Católica de Chile. Facultad de Letras
dc.date.accessioned2022-03-03T12:44:37Z
dc.date.available2022-03-03T09:44:00Z
dc.date.issued2021
dc.date.updated2022-02-16T01:02:26Z
dc.descriptionTesis (Magíster en Lingüística Aplicada al Inglés como Lengua Extranjera)--Pontificia Universidad Católica de Chile, 2021
dc.description.abstractNowadays, teaching English does not only involve teaching the language per se, but it also involves preparing students to question the subtleties of the language in this globalized world. In the Chilean educational system, the opportunities to develop critical reading skills are scarce mainly due to the low amount of time allocated for the English subject and the lack of effective material to foster critical awareness. Thus, critical awareness in readings comes to be a challenge inside the classroom because it requires providing students with the tools to analyze and question the texts they encounter. In this context, this action research gives an account of the results obtained by implementing an online critical pedagogical proposal based on a critical approach to textbook readings. The objective was to promote critical cultural awareness in 12 eleventh-grade students from a subsidized school. The results were assessed by using an analytic rubric to evaluate the critical reading performance at the beginning and at the end of the intervention. Along the comparison of scores, data was also analyzed by the means of thematic analysis. Finally, a questionnaire with open-ended questions and a Likert scale were responded by the students. The results showed that students’ scores in the three main types of analysis –textual, discursive and social– improved by the end of the intervention. Also, students’ reported that they enjoyed and learned English throughout the implementation of the critical proposal. Further research on longer critical intervention is suggested.
dc.description.version2022-02-17
dc.format.extent84 páginas
dc.fuente.origenAutoarchivo
dc.identifier.doi10.7764/tesisUC/LET/63281
dc.identifier.urihttps://doi.org/10.7764/tesisUC/LET/63281
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/63281
dc.information.autorucFacultad de Letras ; Gajardo Moller, Consuelo ; 0000-0001-5371-5411 ; 1008862
dc.information.autorucFacultad de Letras ; Cuitiño Ojeda, Jocelyn Carola ; S/I ; 1092807
dc.language.isoen
dc.nota.accesoContenido completo
dc.rightsacceso abierto
dc.subject.ddc428
dc.subject.deweyLenguases_ES
dc.subject.otherInglés - Enseñanza media - Investigaciones - Chilees_ES
dc.subject.otherInglés - Enseñanza - Investigaciones - Chilees_ES
dc.titlePromoting critical awareness in EFL readings : a critical pedagogical proposal in 11th grade at a subsidized schooles_ES
dc.typetesis de maestría
sipa.codpersvinculados1008862
sipa.codpersvinculados1092807
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