In Chinese EFL literacy classrooms, students have many chances to read texts which are not related to their own social lives. How to understand and evaluate such texts? Jones (1990) suggests a diagram for us to follow. In the diagram, the writer’s context leads to his ways of writing, and his writing process results in the text. On the reader’s part, the reader’s context leads to his ways of reading, and this reading process also aims at the text. In order to fully understand the text, both writers and readers need to consider about each others’ context. If...
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...ther classmates. In 2000, Mellor and Patterson suggest alternative practice strategy, they assume that text is not a mere reflection of our life, instead, it is written in particular places, at particular times, and based on the writer’s particular beliefs. In 2003, Mclaughlin and Devoogd suggest the alternative text strategy. The aim of this strategy is to give students more opportunities to perceive the text in different ways, and understand the complexity of the social issues. All these theories can be used to help students find their own answers about the text, and have a better experience between text and the world. In Chinese EFL classrooms, teachers are not used to critical literacy yet, however, students have the rights to gain such training and practice, and we can combine critical thinking with different course and earn a chance to see a different world.
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