87:(CDA), which is a research approach that regards language as a social practice. Critical language awareness as a part of language education teaches students how to analyze the language that they and others use. More specifically, critical language awareness is a consideration of how features of language such as words, grammar, and discourse choices reproduce, reinforce, or challenge certain ideologies and struggles for power and dominance.
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argued that it is insufficient to teach students to use "appropriate" language without considering why that language is preferred and who makes that decision (as well as the implications for speakers who do not use "appropriate language").
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207:. Special Issue on Critical Language Awareness Approaches in the Americas: theoretical principles, pedagogical practices and distribution of intellectual labor. 32, Part A: 27–40.
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83:) refers to an understanding of social, political, and ideological aspects of language, linguistic variation, and discourse. It functions as a pedagogical application of a
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Mosley Wetzel, Melissa; Rogers, Rebecca (2015-12-01). "Constructing racial literacy through critical language awareness: A case study of a beginning literacy teacher".
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CLA generally includes consideration of how a person may be marginalized by speaking a particular way, especially if that way of speaking serves as an index of their
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It has also been applied to present small groups of children with tasks which encourage a focus on the similarities and differences between languages.
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Janks, H. (1993). Language identity and power. Critical language awareness series. Johannesburg: Hodder and
Stoughton and Wits University Press
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Mehl, Deborah; Deborah Mehl; Shirley
Pendlebury (1991). "Grey areas and open minds: critical language awareness for student teachers".
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31:tone or style may not reflect the
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