CRITICAL LITERACIES AND LANGUAGE EDUCATION: GLOBAL AND LOCAL PERSPECTIVES

By B. Morgan, V. Ramanathan. Annual Review of Applied Linguistics, 2005

134 citations recorded by the source corpus.

Subfields: Gender Studies, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/fc6e3f90a11a11c726a250fc9572cd15da67b068

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Gender Studies

1. B. Kumaravadivelu
2. Paul Thompson
3. Ken Hyland

In Literature and Literary Theory

1. Paul Thompson
2. B. Kumaravadivelu
3. M. Clarke
4. B. Morgan
5. Ken Hyland
6. Raffaella Negretti
7. Douglas Biber
8. A. Molino

Citations in the corpus

• TESOL Methods: Changing Tracks, Challenging Trends (2006, methodology): “…and classroom interaction (Kumaravadivelu, 1999) have been explored from critical pedagogic perspectives.4 For a detailed treatment of applying critical pedagogy in TESOL, see Canagarajah (2005b), Ellis and Barkhuizen (2005, chapter 12), Morgan and Ramanathan (2005), and Norton and Toohey (2004).”
• Identity in Second Language Teaching and Learning (2011, background): “…morphological/semantic shifts allude to a key poststructural insight—that discourse and language practices—even at word level— are “person-formative” (Morgan & Ramanathan, 2005), shaping our own subjectivities, and the ways in which we understand ourselves, our communities and our fields/places…”
• The Routledge Handbook of English for Academic Purposes (2016, background): “Ultimately, however, there is a more intractable problem that is highlighted by Freedman (2007): if the teacher provides top down input, their voice will always have a unique position in the classroom.”