Culturally responsive texts : fostering EFL-learners' critical interculturality and productive skills.

Este documento presenta una propuesta pedagógica que se ejecutó a partir de una investigación acción, la cual tenía como objetivo fomentar la interculturalidad crítica y las habilidades productivas de los estudiantes de inglés como lengua extranjera a través de la implementación de textos culturalme...

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Autores:: Castillo Lopez, Lorena Janeth

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2023

Institución:: Universidad Pedagógica Nacional

Repositorio:: Repositorio Institucional UPN

Idioma:: eng

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dc.title.spa.fl_str_mv	Culturally responsive texts : fostering EFL-learners' critical interculturality and productive skills.
title	Culturally responsive texts : fostering EFL-learners' critical interculturality and productive skills.
spellingShingle	Culturally responsive texts : fostering EFL-learners' critical interculturality and productive skills. Textos culturalmente receptivos Interculturalidad crítica Habilidades productivas Estereotipos culturales Inglés como lengua extranjera Culturally responsive texts Critical interculturality Productive skills Cultural stereotypes English as a foreign language
title_short	Culturally responsive texts : fostering EFL-learners' critical interculturality and productive skills.
title_full	Culturally responsive texts : fostering EFL-learners' critical interculturality and productive skills.
title_fullStr	Culturally responsive texts : fostering EFL-learners' critical interculturality and productive skills.
title_full_unstemmed	Culturally responsive texts : fostering EFL-learners' critical interculturality and productive skills.
title_sort	Culturally responsive texts : fostering EFL-learners' critical interculturality and productive skills.
dc.creator.fl_str_mv	Castillo Lopez, Lorena Janeth
dc.contributor.advisor.spa.fl_str_mv	Montaño Moreno, Johanna
dc.contributor.author.none.fl_str_mv	Castillo Lopez, Lorena Janeth
dc.subject.spa.fl_str_mv	Textos culturalmente receptivos Interculturalidad crítica Habilidades productivas Estereotipos culturales Inglés como lengua extranjera
topic	Textos culturalmente receptivos Interculturalidad crítica Habilidades productivas Estereotipos culturales Inglés como lengua extranjera Culturally responsive texts Critical interculturality Productive skills Cultural stereotypes English as a foreign language
dc.subject.keywords.eng.fl_str_mv	Culturally responsive texts Critical interculturality Productive skills Cultural stereotypes English as a foreign language
description	Este documento presenta una propuesta pedagógica que se ejecutó a partir de una investigación acción, la cual tenía como objetivo fomentar la interculturalidad crítica y las habilidades productivas de los estudiantes de inglés como lengua extranjera a través de la implementación de textos culturalmente receptivos con contenido de estereotipos culturales. Los participantes del estudio fueron estudiantes de décimo grado en el rango de 15 y 16 años del Liceo Femenino Mercedes Nariño, una escuela pública ubicada en Bogotá, Colombia. Para recoger datos, el docente en formación implementó una entrevista a la docente de las participantes, cuestionarios, diarios de reflexión, grabaciones, notas de campo y artefactos. Además, se diseñaron 3 ciclos de implementación y se seleccionaron textos culturalmente receptivos para fines educativos. Finalmente, se utilizó el método de triangulación para estudiar los hallazgos; generando así las conclusiones, implicaciones y limitaciones que conllevaron este proyecto.
publishDate	2023
dc.date.issued.none.fl_str_mv	2023
dc.date.accessioned.none.fl_str_mv	2024-01-25T16:36:31Z
dc.date.available.none.fl_str_mv	2024-01-25T16:36:31Z
dc.type.local.spa.fl_str_mv	Tesis/Trabajo de grado - Monografía - Pregrado
dc.type.coar.eng.fl_str_mv	http://purl.org/coar/resource_type/c_7a1f
dc.type.driver.eng.fl_str_mv	info:eu-repo/semantics/bachelorThesis
format	http://purl.org/coar/resource_type/c_7a1f
dc.identifier.uri.none.fl_str_mv	http://hdl.handle.net/20.500.12209/19161
dc.identifier.instname.spa.fl_str_mv	instname:Universidad Pedagógica Nacional
dc.identifier.reponame.spa.fl_str_mv	reponame: Repositorio Institucional UPN
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url	http://hdl.handle.net/20.500.12209/19161
identifier_str_mv	instname:Universidad Pedagógica Nacional reponame: Repositorio Institucional UPN repourl: http://repositorio.pedagogica.edu.co/
dc.language.iso.spa.fl_str_mv	eng
language	eng
dc.relation.references.spa.fl_str_mv	Agray, Nancy. (2007). Currículo emancipatorio y enseñanza de lenguas extranjeras, ¿ficción o realidad? La Habana, Cuba: Gist Journal. 115-124. https://dialnet.unirioja.es/servlet/articulo?codigo=3295405 Ahkter, Shamim., Haidor, Rustam., Rana, Abdul., Hussain, Abrar. (2020). Exploring the Significance of Speaking Skill for EFL Learners. University of Sahiwal, Pakistan: Alarch’s Journal. https://archives.palarch.nl/index.php/jae/article/view/5149 Ahmed, Khaled., Teferi, Habesha. (2023). Cultivating EFL Learners’ Productive Skills by Employing Dynamic and Non-Dynamic Assessments: Attitude in Focus. Springer Open Journal. https://languagetestingasia.springeropen.com/articles/10.1186/s40468-023- 00228-2 Alastair, Pennykook. (1990). Critical Pedagogy and Second Language Education.303-314. Alvira, Roberto. (2016). The Impact of Oral and Written Feedback on EFL Writers With the Use of Screencasts. Scielo Journal http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657- 07902016000200006&lng=es&nrm=iso&tlng=en Amy J. Heineke (2014) Dialoging About English Learners: Preparing Teachers Through Culturally Relevant Literature Circles. Action in Teacher Education, 36 (2), 117-140. https://www.tandfonline.com/doi/abs/10.1080/01626620.2014.898600 Bishop, Elizabeth. (2014). An ethic of engagement: Qualitative learning in the 21st Century.https://www.academia.edu/5110147/An_ethic_of_engagement_Qualitative_learn ing_in_the_21st_Century Bonilla, S., Cruz, F., Solano, V. (2022). Estructuras de Racionalización en la Configuración de Prácticas Pedagógicas en Enseñanza de Segundas Lenguas. Bogotá, Colombia: Scielo Journal. http://www.scielo.org.co/pdf/prasa/v13n35/2216-0159-prasa-13-35-e212.pdf Bouzar, Siham. (2019). Issues in Teaching Speaking to EFL Learners. University of Algiers, Algeria. Education and Linguistics Research. 10.5296/elr.v5i1.14705 Burns, A. (2010). Doing Action Research in English Language Teaching. A Guide for Practitioners. Routledge Byram, M; Gribkova, B; Starkey, H; (2002) Developing the Intercultural Dimension in Language Teaching: a practical introduction for teachers. [Book]. Language Policy Division, Directorate of School, Out-of-School and Higher Education, Council of Europe: Strasbourg, France. https://discovery.ucl.ac.uk/id/eprint/1562524/ Byram, M; Grundy, P. (2003). Context and Culture in Language Teaching and Learning. Languages for Intercultural Communication and Education 6 Ed.  Multilingual Matters.  Cahill, M., Ingram, E., Joo, S. (2021). Storytime Programs as Mirrors, Windows, and Sliding Glass Doors? Addressing Children’s Needs through Diverse Book Selection. The 72 University of Chicago:Press Journals, 91 (3). https://www.journals.uchicago.edu/doi/abs/10.1086/714317 Carvaja, Juan. (n.d). Claire Kramsh on Language and Culture. https://www.academia.edu/10800444/Claire_Kramsch_on_language_and_culture Castañeda Usaquén, M. E. (2012). Adolescent Students’ Intercultural Awareness When Using Culture-Based Materials in the English Class. Bogotá, Colombia: Profile journal 14 (1), 29–48. https://revistas.unal.edu.co/index.php/profile/article/view/29054 Castillo Losada, C. A., Insuasty, E. A. and Jaime Osorio, M. F. (2017). The Impact of Authentic Materials and Tasks on Students’ Communicative Competence at a Colombian Language School. Colombia: Profile journal (1), 89–104. https://revistas.unal.edu.co/index.php/profile/article/view/56763 Chen, Shu-Lin., Hwang, Wu-Yuin., Huang , Yueh-Min., Shadie , Rustam., Wu,Sheng-Yi. (2014). Effects of Using Mobile Devices on English Listening Diversity and Speaking for EFL Elementary Students. Australasian Journal of Educational Technology, 30(5). https://ajet.org.au/index.php/AJET/article/view/237/1076 Christ, Tanya; Sharma, Sue Ann. (2018). Searching for Mirrors: Preservice Teachers’ Journey Toward More Culturally Relevant Pedagogy. Reading Horizons Journal. Facultad de Humanidades: Departamento de Lenguas. (2018). Proyecto Educativo de los Programas Licenciatura en Español e Inglés y Licenciatura en Español y Lenguas Extranjeras (Énfasis en Inglés y Francés). Universidad Pedagógica Nacional. Firth, Roger. (1996). Knowledge and Power: The Illusion of Emancipatory Pedagogies within environmental education. Southern African Journal of Environmental Education. https://www.ajol.info/index.php/sajee/article/view/137522 Fredricks, Lori. (2012). The Benefits and Challenges of Culturally Responsive EFL Critically Literature Circles. Journal of Adolescents and Adult Literary 55(6), 494-504. https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/JAAL.00059 Garcia, Raúl. (2013). English as an International Language: A Review of the Literature. Universidad Distrital Francisco José de Caldas: CIDC, 15(1). https://doi.org/10.14483/udistrital.jour.calj.2013.1.a08 Golkova, Dita., Hubackova, Sarka. (2014). Productive Skills in Second Language Learning. ELSEVIER journal, 477-481. https://www.sciencedirect.com/science/article/pii/S1877042814044486 Gomez Rodriguez, L.F. (2012). Fostering Intercultural Communicative Competence Through Reading Authentic Literary Texts in an Advanced Colombian EFL Classroom: A Constructive Perspective. Colombia: Profile journal, 14(1). https://revistas.unal.edu.co/index.php/profile/article/view/29055 Gomez Rodriguez, L.F. (2015). Critical Intercultural Learning Through Topics of Deep Culture in an EFL Classroom. Colombia: Ikala Journal, 20(1), 43-59. https://revistas.udea.edu.co/index.php/ikala/article/view/19144 Gutiérrez, C. P. (2022). Learning English From a Critical, Intercultural Perspective: The Journey of Preservice Language Teachers. Colombia: Profile journal 24(2), 265–279. https://revistas.unal.edu.co/index.php/profile/article/view/97040 Granados-Beltrán, C. (2016). Critical Interculturality. A Path for Pre-service ELT Teachers. Colombia: Íkala Journal 21(2), 171–187. https://revistas.udea.edu.co/index.php/ikala/article/view/23456 Hollie, S. (2019). Steps to Authenticity. How Authentic are your Culturally Relevant Texts? International Literacy Association. https://www.literacyworldwide.org/blog/literacynow/2019/05/22/steps-to-authenticity Holme, R. (2003). Carrying Baby in the Back: Teaching with an Awareness of the Cultural Construction of Language. Byram, M; Grundy, P (Eds). Context and Culture in Language Teaching and Learning. Languages for Intercultural Communication and Education (6th edition), 18-31.  Multilingual Matters.  Hosni, Samira Al. (2014). Speaking Difficulties Encountered by Young EFL Learners. International Journal on Studies in English Language and Literature, 22-30. www.arcjournals.org Howard, T. (2003). Culturally Relevant Pedagogy: Ingredients for Critical Teacher Reflection. Teacher Reflections and Race in Cultural Contexts. JSTOR Journal, 195- 202.https://www.jstor.org/stable/1477420 Kamal, Avan. (2015). Effective Strategies for Turning Receptive Vocabulary into Productive Vocabulary in EFL Context. ERIC Journal. 27(6), pp.10-19. https://eric.ed.gov/?id=EJ1077387 Kamal, Avan. (2015). Scaffolding EFL Students' Writing through the Writing Process Approach. ERIC Journal, 13(6), pp. 131-141. https://eric.ed.gov/?id=EJ1080494 Krebt, Dhea. (2017). The Effectiveness of Role Play Techniques in Teaching Speaking for EFL College Students. Journal of Language Teaching and Research, Vol. 8, No. 5, pp. 863- 870. http://dx.doi.org/10.17507/jltr.0805.04 Ladson-Billings, G. (1995). But That's Just Good Teaching! The Case for Culturally Relevant Pedagogy. Theory into Practice, Culturally Relevant Teaching. JSTOR Journal. Taylor & Francis, Ltd.34(3), pp. 159-165. https://www.jstor.org/stable/1476635 Lara Guzmán, G. (2015). Interculturalidad Crítica y Educación: Un Encuentro y Una Apuesta. Revista Colombiana de Educación, (69), 223.235. https://revistas.pedagogica.edu.co/index.php/RCE/article/view/3260 Lefa, Baken. (2014). The Piaget Theory of Cognitive Development: An Educational Implications. Educational Psychology, 1(9). León, D. L. G., & León, J. E. G. (2014). Educación Bilingüe y Pluralidad: Reflexiones entorno de la Interculturalidad Crítica. Cuadernos de Lingüística Hispánica, (23), 49- 65.https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/2338 Liceo Femenino Mercedes Nariño Website. https://liceofemeninomercedesn.edupage.org/ Masduqui, Harits. (2016). Integrating Receptive Skills and Productive Skills into a Reading Lesson. ICTTE Journal, 2(1). https://jurnal.uns.ac.id/ictte/article/view/7476 Merriam, Sharan; Tisdell, Elizabeth. (2016). Qualitative Research. A Guide to Design and Implementation. Jossey-Bass. Metare, Peter., Silva, Tomaz. (1991). Language, Experience and Pedagogy: A Tribute to Paulo Freire. PESA AGORA. https://pesaagora.com/access-archive/ACCESSAV10N1_036/ Ministerio de Educación Nacional (2002). Marco común Europeo de referencia para las lenguas: Aprendizaje, enseñanza, evaluación. Ministerio de Educación Nacional (2006). Estándares básicos de competencias en lenguas extranjeras: Inglés. (Guía N° 22). Bogotá D.C. Mishan, F. (2005). Designing Authenticity into Language Learning Materials. UK. Portland, OR, USA: Intellect Bristol. Nancy Johnson., Melanie Koss., Miriam Martinez. (2017). Through the Sliding Glass Door: #EmpowerTheReader. International Literacy Association, 71(5), 569-577. https://ila.onlinelibrary.wiley.com/doi/full/10.1002/trtr.1659 Nazara, Situjuh. (2011). Students' Perception on EFL Speaking Skill Development. Journal of English and Teaching (JET), 1(1). https://doi.org/10.33541/jet.v1i1.50 Neville, Peter. (2014). Paulo Freire and Emancipatory Education. Dialogue and Boundary Learning. https://link.springer.com/chapter/10.1007/978-94-6300-160-1_4 Nikitina, L. (2019). Do country stereotypes influence language learning motivation? A study among foreign language learners in Malaysia. Moderna Sprak journal, 113(1), 59-79. https://ojs.ub.gu.se/index.php/modernasprak/article/view/4675 Nouri, S. (2014). Emancipatory Pedagogy in Practice: Aims, Principles, and Curriculum Orientation. International Journal of Critical Pedagogy. https://www.researchgate.net/publication/266822166_Emancipatory_Pedagogy_in_Practi ce_Aims_Principles_and_Curriculum_Orientation Nuñez-Pardo, A. (2018). The English Textbook. Tensions from an Intercultural Perspective. GIST Journal, (17), 230–259. https://latinjournal.org/index.php/gist/article/view/689 Pourkalhor, O., Esfandiari, N. (2017). Culture in Language Learning: Background, Issues, and Implications. International Journal of English Language and Translation Studies, 5(1),23- 32. https://doaj.org/article/03ce6a5f8a834d008ba51211741d94e0 Rudine, B. (1990). “Mirrors, Windows and Sliding Glass Doors” originally appeared in Perspectives: Choosing and Using Books for the Classroom. The Ohio State University. Salma, Ume. (2015). Problems and Practical Needs of Writing Skill in EFL Context: Sharma, Vipin. (2015). How do Productive Skills of Saudi Students Affect EFL Learning and Teaching. Asian Journal of Humanities and Social Sciences. Singh, Maanvi. (2020). George Floyd Told Officers ´I Can’t Breathe ‘More than 20 Times, Transcript Show. Support the Guardian. https://www.theguardian.com/usnews/2020/jul/08/george-floyd-police-killing-transcript-i-cant-breathe Spencer-Rogers, J. (2001). Consensual and Individual Stereotypic Beliefs About International Students Among American Host Nationals. International Journal of Intercultural Relations (25), 639-657. Taborda Juan., Acosta Alida., Garcia, Maria Camila. (2021). Discriminación En Silencio: Percepciones de Migrantes Venezolanos Sobre la Discriminación en Colombia. Scielo. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0120-35842021000300007 Tubino, F. (2005). La Interculturalidad Crítica Como Proyecto Ético-político. Paper presented at the Encuentro continental de educadores agustinos., Lima. Vargas Torres, M. R. (2010). Towards a Discourse for Criticism in Language Teaching: Analysis of Sociocultural Representations in Mass Media. Colombia: Profile journal 12(2), 179–190. Vaurus, Michael. (2008). From a Culturally Responsive Teaching. 21st Century Education. Vol.2. pp.49-57. https://www.academia.edu/40526294/Culturally_Responsive_Teaching Walsh, C. (2009). Interculturalidad Crítica y Educación Intercultural [Critical Interculturality and Education]. Artículo ampliación de la ponencia presentada en el Seminario “Interculturalidad y Educación Intercultural”, organizado por el Instituto Internacional de Integración del Convenio Andrés Bello, La Paz, 9-11 de marzo de 2009. pp.1-18. Universidad de Chile. Walsh, C. (2010). Interculturalidad crítica y educación intercultural. In J. Viaña, L. Tapia & C. Walsh (Eds.), Construyendo Interculturalidad Crítica (pp. 75- 96). Bolivia: Instituto Internacional de Integración del Convenio Andrés Bello. Widiati, Utami., Yudi, Bambang. (2006). The Teaching of EFL Speaking in the Indonesian Context: The State of Art. Jurnal Ilmu Pendidikan. https://www.researchgate.net/publication/242616891 Yassine, S. (2006). Culture Issues in FLT Towards the Fostering of Intercultural Awareness., Université de Mostaganem: Revue Annales du patrimoine, 47 - 56. https://www.researchgate.net/publication/239753211_Culture_Issues_in_FL_Teaching_T owards_the_Fostering_of_Intercultural_Awareness
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spelling	Montaño Moreno, JohannaCastillo Lopez, Lorena Janeth2024-01-25T16:36:31Z2024-01-25T16:36:31Z2023http://hdl.handle.net/20.500.12209/19161instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Este documento presenta una propuesta pedagógica que se ejecutó a partir de una investigación acción, la cual tenía como objetivo fomentar la interculturalidad crítica y las habilidades productivas de los estudiantes de inglés como lengua extranjera a través de la implementación de textos culturalmente receptivos con contenido de estereotipos culturales. Los participantes del estudio fueron estudiantes de décimo grado en el rango de 15 y 16 años del Liceo Femenino Mercedes Nariño, una escuela pública ubicada en Bogotá, Colombia. Para recoger datos, el docente en formación implementó una entrevista a la docente de las participantes, cuestionarios, diarios de reflexión, grabaciones, notas de campo y artefactos. Además, se diseñaron 3 ciclos de implementación y se seleccionaron textos culturalmente receptivos para fines educativos. Finalmente, se utilizó el método de triangulación para estudiar los hallazgos; generando así las conclusiones, implicaciones y limitaciones que conllevaron este proyecto.Submitted by Lorena Janeth Castillo Lopez (ljcastillol@upn.edu.co) on 2023-12-04T16:33:30Z No. of bitstreams: 3 Culturally responsive.pdf: 4354484 bytes, checksum: dd2bfaf7095b5e692ac0ecd7c49c3124 (MD5) Licencia de uso.pdf: 2440926 bytes, checksum: c78933c3194299cc8c991a8403e6cd40 (MD5) Autorización de datos personales y menores.pdf: 1214133 bytes, checksum: aad7ec5c8f273b42f7fef4d71308028c (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2023-12-04T21:18:02Z (GMT) No. of bitstreams: 3 Culturally responsive.pdf: 4354484 bytes, checksum: dd2bfaf7095b5e692ac0ecd7c49c3124 (MD5) Licencia de uso.pdf: 2440926 bytes, checksum: c78933c3194299cc8c991a8403e6cd40 (MD5) Autorización de datos personales y menores.pdf: 1214133 bytes, checksum: aad7ec5c8f273b42f7fef4d71308028c (MD5)Approved for entry into archive by Luz Aida Quijano Celeita (laquijanoc@upn.edu.co) on 2024-01-25T16:36:31Z (GMT) No. of bitstreams: 3 Culturally responsive.pdf: 4354484 bytes, checksum: dd2bfaf7095b5e692ac0ecd7c49c3124 (MD5) Licencia de uso.pdf: 2440926 bytes, checksum: c78933c3194299cc8c991a8403e6cd40 (MD5) Autorización de datos personales y menores.pdf: 1214133 bytes, checksum: aad7ec5c8f273b42f7fef4d71308028c (MD5)Made available in DSpace on 2024-01-25T16:36:31Z (GMT). No. of bitstreams: 3 Culturally responsive.pdf: 4354484 bytes, checksum: dd2bfaf7095b5e692ac0ecd7c49c3124 (MD5) Licencia de uso.pdf: 2440926 bytes, checksum: c78933c3194299cc8c991a8403e6cd40 (MD5) Autorización de datos personales y menores.pdf: 1214133 bytes, checksum: aad7ec5c8f273b42f7fef4d71308028c (MD5) Previous issue date: 2023Licenciado en Español e InglésPregradoThis document displays a pedagogical proposal that was conducted through an action-research investigation, which aimed to foster EFL-learners’ critical interculturality and productive skills through the implementation of culturally responsive texts with cultural stereotypes’ content. The participants of the study were 10th graders in the range of 15 and 16 years old from the Liceo Femenino Mercedes Nariño, a public school located in Bogotá, Colombia. In order to gather data, the pre-service teacher implemented an interview to the participants’ teacher, questionnaires, reflective journals, recordings, field notes, and artifacts. Further, 3 cycles of implementation were outlined, and culturally responsive texts were selected for learning purposes. Finally, the triangulation method was used in order to study the findings; thus, generating the conclusions, implications, and limitations that entailed this project.application/pdfengUniversidad Pedagógica NacionalLicenciatura en Español e InglésFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 InternationalTextos culturalmente receptivosInterculturalidad críticaHabilidades productivasEstereotipos culturalesInglés como lengua extranjeraCulturally responsive textsCritical interculturalityProductive skillsCultural stereotypesEnglish as a foreign languageCulturally responsive texts : fostering EFL-learners' critical interculturality and productive skills.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAgray, Nancy. (2007). Currículo emancipatorio y enseñanza de lenguas extranjeras, ¿ficción o realidad? La Habana, Cuba: Gist Journal. 115-124. https://dialnet.unirioja.es/servlet/articulo?codigo=3295405Ahkter, Shamim., Haidor, Rustam., Rana, Abdul., Hussain, Abrar. (2020). Exploring the Significance of Speaking Skill for EFL Learners. University of Sahiwal, Pakistan: Alarch’s Journal. https://archives.palarch.nl/index.php/jae/article/view/5149Ahmed, Khaled., Teferi, Habesha. (2023). Cultivating EFL Learners’ Productive Skills by Employing Dynamic and Non-Dynamic Assessments: Attitude in Focus. Springer Open Journal. https://languagetestingasia.springeropen.com/articles/10.1186/s40468-023- 00228-2Alastair, Pennykook. (1990). Critical Pedagogy and Second Language Education.303-314.Alvira, Roberto. (2016). The Impact of Oral and Written Feedback on EFL Writers With the Use of Screencasts. 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Culturally responsive texts : fostering EFL-learners' critical interculturality and productive skills.

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