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Sharing critical perspectives in ELT with The Hunger Games

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This paper examines how student teachers and language learners might learn to question perspectives and develop critical literacy through critiquing of texts. Focusing on work in an in-service teacher education course, the discussion explores how to help English language learners to read text representations critically, in order to identify harmful ideological slants. It outlines how teachers and their learners can ‐ through deep reading, in-depth learning and critical literacy ‐ work at contemplating ethical issues in empathy with a protagonist. Opportunities for interculturality and critical literacy are illustrated by the books and films of Suzanne Collins’ The Hunger Games.
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Keywords: ELT; The Hunger Games; critical literacy; deep reading; in-depth learning; interculturality; social justice

Document Type: Research Article

Publication date: June 1, 2020

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  • Education and Society provides a forum, where teachers and scholars throughout the world, are able to evaluate current issues and problems in education and society from a balanced and comparative social, cultural and economic perspective.

    Education and Society, a fully refereed journal, is used by teachers, academics, research scholars, educational administrators and graduate students.
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