The Implementation of Media Literacy in English Language Teaching: Learning to Think Critically in the Web 2.0 Age
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| Year of publication | 2014 |
| Type | Appeared in Conference without Proceedings |
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| Description | The paper discusses the merits of employing media literacy strategies (via analyzing e.g. manifest, latent, and cumulative messages contained in the media) in the context of teaching English as a foreign language (TEFL). These strategies help students acquire the ability to distinguish mediated from real images of people, places, and cultures. Specifically, it reports on an interdisciplinary collaboration between a language instructor and media specialist in organizing a content- and language-integrated course for MA students called Theory and Methods of Genre Analysis, held at Masaryk University, Faculty of Social Studies. The theoretical part of the paper deals with the definition of the concepts of media literacy and Web 2.0 in relation to TEFL. The practical part illustrates the ways media literacy can be used for the development of students’ critical thinking skills in the Web 2.0 age as an important part of language education. It is argued, in line with Quinlisk (2003), that by helping our students become more media literate we simultaneously help them become more successful as language learners. |
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