DEVELOPING THE CRITICALLY LITERATE READER

Abstract

This paper conceptualizes a Critical Literacy Teaching Practices (CLTP) model for teaching reading texts in Malaysian classrooms. The model in this paper is adapted from the works of critical literacy proponents Allan Luke and Peter Freebody (1990) who developed four major resources for critical literacy practices in classrooms. Using selected samples from transcribed lesson units collected during a qualitative study, the researcher first shows that current practices in teaching reading texts in Malaysian classrooms, that are contextualised within a skill based syllabus document, depict a narrow view of teaching and exploring reading texts. The presenter argues that current practices in teaching reading in these classrooms tend to marginalise reader participation and limit reader‟s thought processes and analytical ability to explore texts. Then a Critical Literacy Teaching Practices model is conceptualized as a platform to help teachers move beyond the narrow skill based practices towards critical literacy as a more contemporary teaching practice in reading. The model allows teachers and readers to find ways of exploring reading texts at a level that moves beyond the functions of only extraction, interpretation and regurgitation of information. In this new level meta- themes and issues are critically analysed. The model also allows teachers and readers to bridge different contexts of knowledge use and relate classroom reading to real world experiences when exploring texts. The researcher argues that there is a need to negotiate this CLTP model in reading classrooms in Malaysia as it helps readers experience the transformative power of reading through the development of a fuller self- autonomy, self-sufficiency and self-representation locally and globally within and outside texts, making readers major partners in the process of reading and meaning making.