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ERIC Number: ED414378
Record Type: Non-Journal
Publication Date: 1997-Nov
Pages: 18
Abstractor: N/A
Reference Count: N/A
Critical Language Awareness: Implications for Classrooms in a Canadian Context.
Labercane, George; Griffith, Bryant; Feurerverger, Grace
This paper traces the development of Language Awareness and Critical Language Awareness from their development in the United Kingdom to the Canadian school context and beyond. The term "Language Awareness" (LA), a feature of the British educational system since the 1972 establishment of national study of literacy in classrooms in the United Kingdom, refers to a language awareness element in the school curriculum in late elementary or early secondary school. Basic to the definition of LA is the goal of getting students to become sensitive to the role that language plays in every usage, including school life. In teaching LA, educators want students to understand the roles of politics and culture as they are played out in everyday uses of language. Critical Language Awareness (CLA) represents a conscious attempt to move beyond existing conceptions of LA to pay more attention to relevant social aspects of language. Although LA, and CLA, as theoretical constructs are relatively new to teachers in Canada, they have been used in some classrooms following the introduction of LA in teacher education classes at the University of Calgary by W. Tulasiewicz. Two projects using LA in the classrooms of Native Canadians are described. Two other attempts to develop CLA strategies for use with Native Canadian children are also described briefly. LA and CLA approaches can make a considerable contribution to the literacy development of students. (Contains 16 references.) (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada