| dc.description.abstract | This study made an attempt to explore teachers’ perceptions of literacy, critical literacy, and their familiarity with the concept of critical literacy. It also examined teachers’ opinions about the implementation of critical literacy in ELT in general and in the Foundation Program in the Omani local context in particular. Factors shaping teachers’ views with regard to their pedagogical decisions and the possible interaction among those factors were also examined. The research questions of the present study called for an exploratory research design with a critical stance as opposed to a confirmatory one. This study was not intended to confirm any assumptions. It was, however, aimed at gaining a better understanding of critical literacy in the context of the study. Interviews were used as the main method of data collection as the aim was to examine multiple interpretations of critical literacy and the possibility of its incorporation in teaching practice. In addition, to ensure credibility and to probe the participants further for a better understanding about the nuance of their thoughts and complexity of teacher thinking and teaching practice, the interviews were conducted in two different phases. In the first phase, focus group interviews were conducted. To further check the opinions discussed during the focus group interviews and to elicit more data and opinions, the focus groups were followed by one-on-one interviews in a second phase. The key findings of this study suggest that literacy is a complex concept with different readings. Teachers’ approaches to literacy and their viewpoints about a CL-based pedagogy in the context did not necessarily align. Another finding is the novelty of critical literacy, and its potential to be confused with critical thinking. Participants of the study believed that it is legitimate to practice CL in ELT for the three reasons of: (a) today’s virtual habitat, (b) the impact of CL on intellectual growth, and (c) the contribution of CL to world peace. Despite the participants’ enthusiasm for the inclusion of CL in ELT, not all of them were inclined to incorporate CL in their own teaching. This opened a new window for exploring the concept of teacher belief and behaviour. The findings suggest the fact that the convergence of these two notions is governed by a complex nexus of intrinsic and extrinsic factors. The different degrees of convergence between teachers’ beliefs and their teaching practices can be attributed to these factors and their complex interaction seems to be responsible for teachers’ views and for teaching behaviour. This study illuminated the fact that CL is on the margin of ELT methodology, and for it to move to the centre of the classroom and be realized in teaching, the right context should be provided. Additionally, literacy should be viewed as a social practice, as adopting this view can facilitate the integration of CL within the education system. A deep and consistent understanding of the tenets of CL is imperative on the path towards its realization. Teacher training programs ought to include modules on critical aspects of pedagogy in their curricula. Another implication for this study is the outlook towards teacher belief and the fact that to change teaching practice, a change in belief is not sufficient as belief may not be enacted per se. This study suggests that for CL to be realized within an educational context, educators and policy makers need to go beyond the boundaries of their educational institution and critically analyse the socioeconomic pressures that impose on education. For this purpose, context should encompass the global policies and requirements for success as defined by the world market and how such policies situate education and, in consequence, the educators themselves. | en_GB |
