Critical Language Awareness Development: A Pedagogical and Identity Engagement

DOI

10.2991/assehr.k.200804.004How to use a DOI?

Keywords

critical language awareness, pedagogy, identity

Abstract

This paper aims investigating the engagement of critical language awareness in pedagogical context and how it can develop student’s identity. As every day students contact new-varied language and culture products from social media, these may contain ideologies, values, and cultures that are foreign to students. Students need to understand the linguistic features beyond the discourse since behind every text there is ideological goal that may unconsciously influence student identity and it can be evaluate through critical language awareness. Critical language awareness itself is an approach in applied linguistics and language pedagogy which helps students understand language function and the way language works. Critical language awareness focuses on how language represents the world and social construction. It is in line with one of language function, to shape speaker’s identity - in this case, the students. Students may display their identity through how they write and speak. Critical language awareness makes students understand their own language. Critical language awareness cannot be directly taught through the textbooks, but rather, the students build awareness by themselves. Nevertheless, the teacher can ease it through linguistic learning activities. Those linguistic learning activities can also sharpened student’s identity.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Download article (PDF)

TY  - CONF
AU  - Ruruh Sarasati
PY  - 2020
DA  - 2020/08/05
TI  - Critical Language Awareness Development: A Pedagogical and Identity Engagement
BT  - Proceedings of the 1st International Conference on Language, Literature, and Arts Education (ICLLAE 2019)
PB  - Atlantis Press
SP  - 20
EP  - 23
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.200804.004
DO  - 10.2991/assehr.k.200804.004
ID  - Sarasati2020
ER  -