Foreign language students’ views on FL and critical literacies

Férez Mora, Pedro Antonio; Coyle Balibrea, Yvette; Dorado Otero, Ángela

Publication:
Foreign language students’ views on FL and critical literacies

dc.contributor.author	Férez Mora, Pedro Antonio
dc.contributor.author	Coyle Balibrea, Yvette
dc.contributor.author	Dorado Otero, Ángela
dc.contributor.department	Didáctica de la Lengua y la Literatura
dc.coverage.spatial	UK
dc.coverage.temporal	Siglo XXI
dc.date.accessioned	2025-11-03T11:59:18Z
dc.date.available	2025-11-03T11:59:18Z
dc.date.copyright	© 2022 Informa UK Limited
dc.date.issued	2022-04-04
dc.description.abstract	This study reports on the journal entries written by undergraduate students (N = 42) after participating in Spanish as a foreign language classes with a critical pedagogy orientation which unfolded from the exploration of homophobia in a poem by Luis Cernuda. Students were requested to express their views on how the lessons had impacted their FL competence and critical literacies. The teaching proposal was held to successfully activate an increased awareness of the issue of social justice, empathy towards marginalized groups, and a desire to take social action. As for perceived benefits in FL literacy, while learners confirmed that lessons were useful for enhancing language skills and linguistic competence, they also highlighted issues which to date had remained uninformed in critical pedagogy (CP) research: a demand for more explicit instruction of grammatical forms, and the role in critical FL pedagogy of specific FL methodological principles such as the dynamism or the student-centredness of the lessons.
dc.format	application/pdf
dc.identifier.citation	Language Awareness, 2022, Vol. 31(2), pp. 250–269
dc.identifier.doi	https://doi.org/10.1080/09658416.2022.2042008
dc.identifier.eissn	1747-7565
dc.identifier.issn	0965-8416
dc.identifier.uri	http://hdl.handle.net/10201/170289
dc.language	eng
dc.publisher	Taylor & Francis Group
dc.relation	This work was written as part of the research project ‘Queer Temporalities in Contemporary Anglophone Culture (Literature, Cinema and Video Games)’ funded by the Spanish Ministry for Science, Innovation and Universities [grant number PGC2018-095393-B-I00].
dc.relation.publisherversion	https://www.tandfonline.com/doi/full/10.1080/09658416.2022.2042008
dc.rights	Attribution-NonCommercial 4.0 International
dc.rights.accessRights	info:eu-repo/semantics/openAccess
dc.rights.uri	http://creativecommons.org/licenses/by-nc/4.0/
dc.subject	FL critical pedagogy
dc.subject	Spanish as a foreign language
dc.subject	Student belief
dc.subject	Linguistic competence
dc.subject.ods	Objetivo 4: Educación
dc.subject.ods	Objetivo 5: Igualdad de género y empoderamiento de la mujer
dc.title	Foreign language students’ views on FL and critical literacies
dc.type	info:eu-repo/semantics/article
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