Skip to main content
padlock icon - secure page this page is secure

English, Identity and Critical Literacy

Buy Article:

$54.00 + tax (Refund Policy)

While we hold that cultural colonization in English teaching in the cross-cultural context is a legitimate concern, we argue that when overstretched it tends to ignore the complex power relations within a culture by imposing homogeneity on it. It may also fossilize the role a foreign language can play in a multilingual context, which, we believe, cannot be reduced to simplistic terms of cultural subjugation. We will use an example from the teaching of English argumentation in China to show that English in its contact with Chinese interrupts an otherwise inert cognitive process based on habituation, thus participating in and contributing to the cultivation of critical literacy. Translingual ability is what makes critical literacy possible.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
No Metrics

Keywords: English teaching; colonialism; critical literacy; identity; translingual

Document Type: Research Article

Affiliations: Department of English,Fudan University, Shanghai, China

Publication date: September 1, 2011

More about this publication?
  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more