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dc.contributor.author Grady, Karen en
dc.date.accessioned 2010-12-01T00:42:21Z en
dc.date.available 2013-01-19T00:42:21Z en
dc.date.issued 1997 en
dc.identifier.citation Grady, K. (1997). Critically Reading an ESL Text. TESOL Journal 6 (4), 7-10. Print. en
dc.identifier.issn 1949-3533 en
dc.identifier.uri http://hdl.handle.net/10211.1/1613 en
dc.description Published by and copyright by TESOL International Association. en
dc.description.abstract Many educational theorists and practitioners have argued for some time that all education is political (e.g., Apple, 1990,1992; Freire & Macedo, 1987; Giroux, 1983), but these arguments take on even greater relevance in the area of second language education (Pennycook, 1989) because they are inextricably tied to issues of minority education, the subjugation of particular languages and cultures to the elite status of English, and the economic role that the immigrant work force in the United States plays in providing cheap labor (and new consumers) in a capitalist society. But in spite of ongoing conversations about the political nature of schooling and the issues of power inherent in the ideological constructions of textbooks and pedagogies that are used in classrooms, a critical perspective on what knowledge is legitimated in ESL texts and programs has been slow to emerge in the field of teaching English as a second language. en
dc.language.iso en_US en
dc.publisher TESOL Journal en
dc.subject English as a second language en
dc.subject ESL en
dc.subject English language learners en
dc.subject minority education en
dc.subject second language education en
dc.title Critically Reading an ESL Text en
dc.type Article en
dc.relation.journal TESOL Journal en
dc.contributor.sonomaauthor Grady, Karen en

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