Critical literacy practices of English major in a tertiary institution

Being able to read texts critically is a much sought after skill in today‟s globalised work environments. However, it is increasingly being reported that many tertiary students in Malaysia find this skill difficult to acquire. Students need to learn how to analyse a wide range of reading texts as it...

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Main Author:	Sarjit Kaur
Format:	Article
Language:	English
Published:	Penerbit UKM 2013
Online Access:	http://journalarticle.ukm.my/6324/ http://journalarticle.ukm.my/6324/ http://journalarticle.ukm.my/6324/1/3305-7236-1-SM.pdf

id	ukm-6324
recordtype	eprints
spelling	ukm-63242016-12-14T06:40:51Z http://journalarticle.ukm.my/6324/ Critical literacy practices of English major in a tertiary institution Sarjit Kaur, Being able to read texts critically is a much sought after skill in today‟s globalised work environments. However, it is increasingly being reported that many tertiary students in Malaysia find this skill difficult to acquire. Students need to learn how to analyse a wide range of reading texts as it is seen as a response to the social construction of one‟s peers, culture, family, classrooms, neighbours, communities and world (Lesley, 2004). Responding to local concerns about the lack of attention accorded to the development of tertiary students‟ critical literacy practices, this paper examines the challenges faced by 25 students majoring in English in an undergraduate programme in trying to comprehend an opinion-based text. The findings show that many students still experience the following reading difficulties: understanding the author‟s message, distinguishing fact from opinion, understanding main ideas, guessing meaning from context and making inferences. The paper suggests that teachers can actively incorporate critical literacy theories into their classroom practice as it can generate more meaningful learning experiences among their learners as it encourages students to use their voices and life experiences as valid sources of knowledge (Hass-Dyson, 2001). Teaching instruction on developing readers to be more critical should be included in the pedagogical practices of undergraduate programme given that such instruction can hone students‟ critical literacy practices in the higher education sector. Penerbit UKM 2013-05 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/6324/1/3305-7236-1-SM.pdf Sarjit Kaur, (2013) Critical literacy practices of English major in a tertiary institution. GEMA: Online Journal of Language Studies, 13 (2). pp. 21-39. ISSN 1675-8021 http://www.ukm.my/ppbl/Gema/gemahome.html
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	Being able to read texts critically is a much sought after skill in today‟s globalised work environments. However, it is increasingly being reported that many tertiary students in Malaysia find this skill difficult to acquire. Students need to learn how to analyse a wide range of reading texts as it is seen as a response to the social construction of one‟s peers, culture, family, classrooms, neighbours, communities and world (Lesley, 2004). Responding to local concerns about the lack of attention accorded to the development of tertiary students‟ critical literacy practices, this paper examines the challenges faced by 25 students majoring in English in an undergraduate programme in trying to comprehend an opinion-based text. The findings show that many students still experience the following reading difficulties: understanding the author‟s message, distinguishing fact from opinion, understanding main ideas, guessing meaning from context and making inferences. The paper suggests that teachers can actively incorporate critical literacy theories into their classroom practice as it can generate more meaningful learning experiences among their learners as it encourages students to use their voices and life experiences as valid sources of knowledge (Hass-Dyson, 2001). Teaching instruction on developing readers to be more critical should be included in the pedagogical practices of undergraduate programme given that such instruction can hone students‟ critical literacy practices in the higher education sector.
format	Article
author	Sarjit Kaur,
spellingShingle	Sarjit Kaur, Critical literacy practices of English major in a tertiary institution
author_facet	Sarjit Kaur,
author_sort	Sarjit Kaur,
title	Critical literacy practices of English major in a tertiary institution
title_short	Critical literacy practices of English major in a tertiary institution
title_full	Critical literacy practices of English major in a tertiary institution
title_fullStr	Critical literacy practices of English major in a tertiary institution
title_full_unstemmed	Critical literacy practices of English major in a tertiary institution
title_sort	critical literacy practices of english major in a tertiary institution
publisher	Penerbit UKM
publishDate	2013
url	http://journalarticle.ukm.my/6324/ http://journalarticle.ukm.my/6324/ http://journalarticle.ukm.my/6324/1/3305-7236-1-SM.pdf
first_indexed	2023-09-18T19:46:35Z
last_indexed	2023-09-18T19:46:35Z
_version_	1777405941233221632

Critical literacy practices of English major in a tertiary institution

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