ENGLISH LANGUAGE TEACHING AS A TRANSFORMATIVE PRACTICE: CRITICAL LITERACY, INCLUSION, AND INTERCULTURAL CITIZENSHIP
DOI:
https://doi.org/10.56219/trascendere.v2i7.5641Keywords:
critical literacy, intercultural communicative competence, english reading comprehension, educational inclusion, sociocultural constructivismAbstract
This essay explores how English language teaching can become a transformative practice when it integrates critical literacy, intercultural communicative competence, and mediated reading based on Vygotskian sociocultural theory. Drawing on the inclusive context of the school context, it examines how diversity migration, cultural identities, social vulnerability, and special educational needs requires methodologies that acknowledge students’ backgrounds and ways of learning. The essay proposes a didactic sequence combining multimodal reading, critical dialogue, cooperative work, and intercultural exchanges, enabling students to use English to interpret social discourses and engage respectfully in diversity. It concludes that language teaching aligned with inclusion can strengthen citizenship, participation, and social transformation within the school setting.
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