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Abstract

The need for a more critical approach to English as a Foreign Language (EFL) teaching and learning isundeniable, yet little has been done to prepare teachers for teaching with this approach. This article reportsone of the cycles on my action research study, involving a teacher educator and 35 pre-service Englishteachers. Together with the teacher educator, a unit on critical literacy was developed using fairy tales asthe core text. In the unit, we introduced pre-service teachers to critical literacy through the critical reading,analysis, and rewriting of fairy tales for social transformation. They were assigned to rewrite a fairy tale asa form of social action and to reflect on the choices made in the rewriting process. The re-written fairy talesand the accompanying reflection essay were analysed using a rubric adapted from the four dimensions ofcritical literacy (Lewison et al., 2002). The re-written fairy tales and the reflections suggest the pre-serviceteachers’ growing understanding of the non-neutrality of text, ability to read from a different perspectiveand offer an alternative one, and ability to identify socio-political issues, such as stereotypes, and to subvertthem.

Item Type:	Article
Authors/Creators:	Novianti, N
Keywords:	critical literacy, EFL, fairy tales, pre-service English teachers
Journal or Publication Title:	Journal of Literary Education
Publisher:	Universidad de Valencia * Departamento de Didactica de la Lengua y la Literatura
ISSN:	2659-3149
Copyright Information:	Copyright 2021 the author. Licensed under a Creative Commons Attribution License
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