ABSTRACT

By illustrating how eight Korean English language learners came to understand embedded assumptions from traditional fairy tales and retell the tales through a critical literacy framed English literacy workshop, this qualitative study argues that fairy tales as English reading texts can effectively cultivate English learners’ critical stance and expand their understanding of texts. This article focuses on discussions about and the reconstructions of fairy tales produced by students throughout an English literacy workshop. The findings reveal that the students started to display a critical stance and expand their understanding of varied social assumptions related to power, class, gender, and social norms grounded in their reality.

摘要

通过说明八名韩国英语学习者如何从传统童话故事中理解嵌入的假设，并通过一个批判性素养框架的英语素养研讨会复述故事，本定性研究认为，作为英语阅读文本的童话故事可以有效培养英语学习者的批判性立场和扩大他们对文本的理解。本文重点讨论和重建学生在整个英语读写研讨会中制作的童话故事。研究结果表明，学生们开始表现出批判性立场，并扩大了他们对与权力、阶级、性别和基于现实的社会规范相关的各种社会假设的理解。