The Learner Journal Collection offers an annual award for newly published research or thinking that has been recognized to be outstanding by members of The Learner Research Network.
Recent studies indicate that language teaching can utilize mass culture texts to help students detect implicit cultural values and social meanings. The present study assesses a teaching intervention involving the critical interpretation of TV texts as a form of mass culture. The design, implementation and evaluation of teaching material aims to raise the students’ critical literacy by revealing hidden and normalized language ideologies in the representation of language varieties in such texts. Enhancing the students’ critical literacy is among the main goals of the multiliteracies model, on which the whole intervention procedure is based. The study was conducted in a Greek public primary school class of the 6th grade for approximately three months. The findings of the teaching intervention reveal the difficulties involved in the denaturalization of the dominant language ideologies through a brief program of critical literacy, especially when conducted in a school environment that either implicitly or explicitly reinforces language homogeneity.
Dr. Anna Fterniati is a Professor in the Department of Education Sciences and Social Work, of the University of Patras in Greece. She has participated in various research projects and has published papers and books in the field of language education and specifically in the field e of literacy pedagogy and written discourse instruction, as well as in the field of multiliteracies. She also has experience and publications in curriculum design, development and assessment. She has served as a member of the board of designers of the National Curriculum for Language Arts in the Greek primary School and was a member of the board of editors of the teacher manuals and student textbooks for Language Arts for elementary education. She has also long experience in initial and continuing in-service teacher training.
Argiris Archakis is Professor of Discourse Analysis and Sociolinguistics in the Department of Philology at the University of Patras in Greece, where he has been working since 1997. He has carried out research and published extensively on the analysis of various discourse genres, such as migrant narratives, youth conversational narratives, and media discourse. He is the principal investigator of the research project TRACE (“Tracing Racism in Ant-Rasist Discourse: A critical approach to European public speech on the migrant and refugee crisis” HFRI-FM17-42, 2019-2022, https://trace2019.wixsite.com/trace-project). He has co-authored The Narrative Construction of Identities in Critical Education (Palgrave Macmillan, 2012) and recently authored the book From National to Post-National Discourse: Migrants’ Identities and Critical Education (Patakis 2020, in Greek).
Vasia Tsami is teaching Sociolinguistics in the Department of Early Childhood Education of the National and Kapodistrian University of Athens in Greece. She also works as a postdoctoral researcher for the project “TRACE: Tracing Racism to Anti-RaCist DiscoursE: A critical approach to European public speech on the migrant and refugee crisis.” (TRACE/HFRI-FM17-42, H.F.R.I. 2019-2022) of the University of Patras. Her main research interests include the analysis of (liquid) racism against minority populations (migrants/refugees, dialect speakers), the analysis of humorous discourse, the analysis of TV and advertising discourse, as well as educational applications in the framework of critical literacy.
Thalia Dragonas, Chara Dafermou, Maria Zografaki, Irini Asimakopoulou, Anastasia Dimitriou, Olga Katsiani, and Victoria Lagopoulou, The International Journal of Learning: Annual Review, Volume 26, Issue 1, pp.1–15
Fiona J. Peterson, Cathy Lockhart, Kerin Elsum, Bronwyn Clarke, and Catherine Raffaele, The International Journal of Learning: Annual Review, Volume 25, Issue 1, pp.39–55
Soraya García-Sánchez and Nicholas C. Burbules, The International Journal of Assessment and Evaluation, Volume 23, Issue 4, pp.13–28
Cloonan, Anne, Kirsten Hutchison, and Louise Paatsch, The International Journal of Assessment and Evaluation, Volume 23, Issue 4, pp.13–28
Barbara Schwartz-Bechet, The International Journal of Learning: Annual Review, Volume 21, Issue 1, pp.1–12
Patrick Mafora, The International Journal of Learning, Volume 18, Issue 6, pp.97–108
Bernard Ouma Mikume and Samuel Ouma Oyoo, The International Journal of Learning, Volume 17, Issue 5, pp.337–354
Vicki Adele Pascoe and Kylie Radel, The International Journal of Learning, Volume 15, Issue 1, pp.301–310