Critical media literacy and English for academic purposes: an examination of teacher and student perspectives and practices

Critical media literacy and English for academic purposes: an examination of teacher and student perspectives and practices

This study aimed to develop empirical and theoretical understandings of the relationship between critical media literacy and English for Academic Purposes (EAP) language learning contexts. EAP courses are for students from non-English speaking backgrounds to prepare them to meet the more complex course demands such as University courses. There is a pre-occupation with developing students’ functional language skills in English for Academic Purposes courses, rather than understanding the ideational meaning that language also brings with it. This study explored English for Academic Purposes teachers’ language-related literacy practices through the integration of critical media literacies in the classroom, to: 1) identify the range of critical literacy skills that English for Academic Purposes students require in this media-saturated age; 2) identify useful critical media literacy skills; and 3) generate a framework for English for Academic Purposes curriculum design that develops students’ critical media literacy skills. This single-sited case study research was conducted in a private language school in Queensland. The methodology was informed by a pragmatist approach combined with a conceptual focus on Practice Architectures to employ a design-based research method. Data collection included interviews with teachers and student focus groups, as well as field notes, research reflections and work samples, which were thematically analysed to inform the development of critical media literacy skills in English for Academic Purposes curriculum. The results of the study will contribute to empirical knowledge and theories regarding critical media literacy. The results may also augment professional development programs and teachers’ professional skills and knowledge to enhance the concept of academic literacy in English for Academic Purposes programs, to instil a broader impression of literacy rather than functional literacy that focuses solely on developing students’ foundational English linguistic skills.

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