Reading the world: English-language literatures as a tool for fostering critical language awareness

This paper summarises how a critical pedagogical approach was joined with community-based action research to foster language awareness (CLA) perspective in redesigning and implementing the course, Practice communicating English literature. Held at Eötvös Loránd University’s Faculty of Primary Pre-School Education (ELTE TÓK) as part specialisation programme bilingual education for pre-service primary teachers, curriculum used teaching this course originally emphasised literary history, canonical works, chronological order, literacy, all earmarks kind literature pedagogy most commonly employed Hungarian classrooms. The questions investigated therefore examine whether students socialised methods listed above would react positively unfamiliar materials practices; could promote learning way that emphasises content over literacy; motivate adult learners become autonomous users who possess their own, English-language identity. example first known, autobiography, Book Margery Kempe (1501/1985), will provide set practices (including storytelling, creative writing, role play debate) promoting among teachers. Redefining aims material demanded further investigation affirming its effectiveness while assessing need expose broader range cultural influences. qualitative document/coursebook analysis, observation, questionnaire conducted input determining selected promotes CLA Krachu’s definition world Englishes (1996).