ENGLISH CRITICAL TEACHING: A VIEW ON AUTHORIAL ENGLISH ACTIVITIES FOR 8TH GRADERS
Abstract
In contemporary times, the teaching of foreign languages should not be solely concerned with teaching the language code, but also with the formation of active citizens in the multilingual and multicultural world in which we live (MOITA LOPES, 2003). Thinking about these issues, this article focuses on the preparation and analysis of English activities, aimed at 8th graders, which develop structural content in an analytical and critical way. These activities were primarily designed and analyzed based on the macrocriteria for the analysis of coursebooks coined by Tilio (2016). The elaboration and analysis processes highlight the necessity of developing critical didactic materials which go beyond teaching the language code only. Therefore, critical perspectives on English teaching are discussed.
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