ESL students and critical literacy: a case study of critical writing

Abstract

[Abstract]: Critical literacy has been fundamental to subject English in Queensland since 2002 (Queensland Board of Senior Secondary Studies, 2002). This research presents a case study of senior-school based writing as produced within the pedagogical framework of critical literacy in subject English. This study identifies and describes the characteristic features of non English speaking background (NESB) student’s critical texts across elements of cohesion and topical structure. The results of the analysis indicate that the characteristic features of the selected non native speaker critical texts can be described in terms of a lack of variety and detail. Specifically, the NESB students’ critical texts were found to rely on the repetition of cohesive devices and information in order to achieve cohesion and readability. This suggests a lack of understanding of the field of the text, highlighting the role which context plays in how a text is perceived and valued by the reader. The characteristic features of the NESB critical texts raise a number of questions regarding the high literacy demands and presumed field knowledge characteristic of the application of critical literacy in Queensland. The findings of this study underscore the need for further research which examines NESB students as critical learners and writers in mainstream secondary settings.