| dc.creator | Farias,Miguel | |
| dc.date | 2005-01-01 | |
| dc.date.accessioned | 2017-03-07T15:34:50Z | |
| dc.date.available | 2017-03-07T15:34:50Z | |
| dc.identifier | http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0716-58112005000100012 | |
| dc.identifier.uri | http://repositorioslatinoamericanos.uchile.cl/handle/2250/387525 | |
| dc.description | This paper provides a panoramic description of the ways in which the so-called Critical Language Awareness (CLA), can contribute to the teaching and learning of English as a global language, which increasingly involves a wide range of visual, verbal, and digitally-delivered media and modes of communication. The overview presented begins with the concept of Language Awareness, and goes into more depth with respect to that of Critical Language Awareness, establishing a parallel with Paulo Freire´s conception based on the notions of social justice, identity, power and inequality. Finally, the history of the teaching of foreign languages in Chile is presented, and a broader sense of the concept of discourse is outlined, that of multimedia discourse | |
| dc.format | text/html | |
| dc.language | en | |
| dc.publisher | Universidad Católica Silva Henríquez | |
| dc.source | Literatura y lingüística n.16 2005 | |
| dc.subject | critical language awareness | |
| dc.subject | language awareness | |
| dc.subject | transferability | |
| dc.subject | intercultural communicative competence | |
| dc.title | Critical language awareness in foreign language learning | |
| dc.type | Artículos de revistas | |
