Breaking Barriers and Building Bridges: Using Critical Awareness in English Language Teaching to Challenge Racist Ideology in 7th grade

Abstract

This thesis will investigate teaching that addresses racism through awareness of English language use in English language teaching (ELT). The research presented will explore the power of language and help young learners foster critical language awareness (CLA) that interrogates the relations of text, language, and power. This research will also address cultural or ideological representations through language use connected to race as a way of raising learners’ critical language awareness when learning English. By integrating critical language awareness in 7th grade, pupils can critically engage with diverse text, challenge stereotypes, and understand the implications of linguistic choices. Fostering critical awareness in the classroom involves creating a safe space for discussing sensitive topics where text, learners and teachers have roles. Text, learners, and teachers have different roles, and this thesis will use these roles to open up for discussion where learners actively reflect on the relation of race, power, and language and explore their own discomfort. In doing so, this thesis will investigate the possibilities the different roles have on working with text and CLA in 7th grade English.