Critical Literacies Enacted Through Modification of Communication-focused Materials in Korean University EFL Classes: Focusing on Lesson Planning

Critical Literacies Enacted Through Modification of Communication-focused Materials in Korean University EFL Classes: Focusing on Lesson Planning

This study examines the development of critical literacy (CL) materials for English as a Foreign Language (EFL) classes and offers sample lesson plans for integrating CL into a communication-focused EFL curriculum at Korean universities. Korean EFL curriculums often utilize top-down programs and designated textbooks with a dominantly communicative competence perspective. Two native English teachers who were aware of CL’s importance but unsure how to implement it were interviewed about their teaching experiences, course characteristics, and views on current textbooks. A needs analysis and textbook review, conducted with the teachers’ input, led to the selection of two textbook units for CL-focused instruction for each teacher. Thought-provoking questions and problem-based learning strategies were introduced to simultaneously teach content knowledge and foster critical thinking. The CL materials were adapted using addition, deletion, modification, simplification, and reordering, with consideration for language development, affective factors, and citizenship education. The proposed material development process and lesson plans demonstrate effective methods for integrating CL into liberal arts courses, enhancing critical thinking, bias awareness, and socio-cultural understanding while aligning with linguistic educational goals. The study concludes with educational implications for broader CL integration in EFL contexts.