Critical Reading in Language Education

CATHERINE WALLACE is Senior Lecturer in Education at the Institute of Education, University of London. She teaches on the MA TESOL at the Institute and is the co-ordinator of an Advanced Diploma in Minority Ethnic Achievement. She has a number of publications in the field of early literacy and the teaching of reading to learners of English as a second or foreign language. These include: Learning to Read in a Multicultural Society: The Social Context of Second Language Literacy (1988) and Reading (1992).

• Preface Points of Departure Reading as a Social Process Critical Discourse Analysis and Critical Reading Critical Pedagogy for Language Teaching The Research Methodology for the Classroom Study Critical Reading in the Classroom Talk Around Texts: The Analysis of the Classroom Interaction Critical Reading Revisited: Diaries, Reading Protocols and Interviews A Postscript Bibliography Index

'This text is a very important work in the exploration of ESL teaching...with exciting discussion, well-grounded in theoretical positions and paradigms...very accessible to its audience.' - Dr Pat Smith, University of Ballarat, Australia 'Critical Reading in Language Education is the definitive text on critical reading for second language pedagogy. It incorporates a substantive, lucid, and respectful critique of current formulations of theories of critical literacy, as well as offering concrete, elaborated exemplifications of alternatives. Wallace provides tools and examples for enacting the critical reading pedagogy she proposes. She insists on the close study of discourse, attention to detail and methodological rigor; at the same time, she is able to broadly contextualize this detailed analysis and examine its implications through a wide lens. As such, her practice becomes a model for others doing similar classroom based research. This book will be invaluable in preparing teachers for second language classrooms; it is a must-read for second language researchers and practitioners alike.' - Professor Elsa Auerbach, University of Massachusetts, Boston, USA