Developing Critical Literacy: Postcolonial Literature in English Lessons at Upper Secondary Schools
| Thesis title in Czech: | Rozvoj kritické gramotnosti: četba postkoloniální literatury ve výuce anglického jazyka na středních školách |
|---|---|
| Thesis title in English: | Developing Critical Literacy: Postcolonial Literature in English Lessons at Upper Secondary Schools |
| Key words: | kritická gramotnost, postkoloniální literatura, kritické myšlení, strategie čtení, ESL |
| English key words: | critical literacy, postcolonial literature, critical thinking, reading strategies, ESL |
| Academic year of topic announcement: | 2020/2021 |
| Thesis type: | diploma thesis |
| Thesis language: | angličtina |
| Department: | Katedra anglického jazyka a literatury (41-KAJL) |
| Supervisor: | Mgr. Martin Mikuláš, Ph.D. |
| Author: | hidden - assigned by the advisor |
| Date of registration: | 25.03.2021 |
| Date of assignment: | 25.03.2021 |
| Date and time of defence: | 17.09.2021 09:00 |
| Venue of defence: | Celetná 13, Praha 1, C203/C3, 33 míst u lavice + 4 místa židličky se "stolečkem" |
| Date of electronic submission: | 12.07.2021 |
| Date of proceeded defence: | 17.09.2021 |
| Course: | Diploma Thesis (OSZD005) |
| Opponents: | PhDr. Bohuslav Dvořák, Ph.D. |
| References |
| Brown, Kristine. Developing Critical Literacy. The Macquarie University, 2014. Chowdhury, Kanishka.
Chowdhury, Kanishka. “Teaching the Postcolonial Text: Strategies and Interventions.” College Literature, 19/20, no. 3/1, 1992, pp. 191–194. JSTOR, www.jstor.org/stable/25112000. Accessed 14 Jan. 2021. Fairclough, Norman. Critical Language Awareness. Routledge, 2014. Scrivener, Jim. Learning Teaching. 2nd ed. Macmillan, 2005. |
| Preliminary scope of work in English |
| The thesis aims to present the use of postcolonial literature in pursuance of developing critical literacy
in English lessons at upper secondary schools. Specifically, it focuses on increasing students’ awareness of colonisation and other issues of the postcolonial world, namely South Africa. The theoretical part of the thesis concentrates on the methodology of teaching literature, reading strategies, and critical literacy, including its development and assessment. The empirical/analytical part comprises results from qualitative research conducted in a Czech upper-secondary school. The empirical study consists of pre-testing, intrinsic research, the teacher’s and students’ assessment, and a final achievement test. The thesis concludes outcomes of the analysis, emphasizes benefits and potential risks of using postcolonial literature and of implementing critical-literacy-based lessons at upper-secondary schools. It also suggests possibilities for further research and development. |