A Problem-Posing Approach to Using Native Language Writing in English Literacy Instruction

Abstract

The intent of this research is to document ways in which students learning English as a new language can become more effective writers, readers, and participants in English literacy by using their native languages and literacies. This chapter reports on an on-going qualitative study of contexts that use problem-posing and critical literacy for English Language Learners. This problem-posing, often described as critical pedagogy, combines reflective thinking, information gathering, collaborative decision making, and personal learning choices. The format allows for use of students’ native languages and literacies while studying English literacy. Furthermore, the problem-posing approach allows for multiple forms of authentic evaluation and assessment. This approach is not a prescriptive lesson planning format, but is a way to facilitate student choice and generative work which is related to students’ lives whatever the age or context of the students. Three case study examples are discussed and a preliminary analysis is made using the framework of critical theory. Critical literacy, as defined by the author, is a process of constructing meaning and critically using language (oral and written) as a means of expression, interpretation and/or transformation of our lives and the lives of those around us. This framework led to the categorization of findings into three categories of: expression, interpretation, and transformation. These three categories can be guides for discussion both learning in a general, deep content sense and in terms of academic literacy skills.Keywordscritical literacyEnglish literacynative language literacyoral and written languageproblem-posingqualitative study