Critical Literacy in the EFL Classroom: Perspectives of Undergraduates on Reading beyond the Text

This paper reports on a qualitative case study that explored the possibility of developing critical literacy within a general English reading program at the collegiate level in Korea. Conducted in the context of a mandatory English class with a novice instructor and 39 freshmen, the study aimed to bring to light the way critical literacy was closely related to the students ability to read beyond the text. Data were collected from classroom observations, a student reflection paper, and instructor interviews, and were analyzed qualitatively. The findings illustrated that the critical approach to literacy offered students an opportunity to situate their reading practices within the larger sociopolitical world and to develop critical consciousness through collaboration. Dissatisfied with the traditional cognitively oriented and teacher-centered approach to reading, the students spoke highly of the critical literacy approach as it allowed them to reflect critically on the issues presented in the text, which were relevant to their lives, to form and express their own opinions, and to search for ways to bring about changes. Although students had positive experiences in the critical literacy class overall, they encountered some challenges as well. Implications for successful implementation of critical literacy are suggested.