Date of Award

5-2014

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

English

First Advisor

David I. Hanauer, Ph.D.

Second Advisor

Gloria Park, Ph.D.

Third Advisor

Curtis Porter, Ph.D.

Abstract

This task-based qualitative study investigated the influence of a consciousness raising exercise in meaningful literacy on six ESL female teacher trainees' understandings and attitudes towards L2 writing. It also explored their perspectives on implementing this approach as pedagogy for teaching writing. Each participant was trained individually through three writing sessions; each involved one of the following genres: personal essay, narrative, and poetry. Qualitative data, collected through semi-structured interviews administered immediately after each task, suggests meaningful literacy as an initial step to promote multiple and contextualized perspectives on L2 education. Findings postulates meaningful literacy instruction as an effective pedagogical approach for humanizing ESL/EFL contexts. Specifically, meaningful literacy instruction considers writing as a personal resource, an embodied performance, and an empowering experience that fosters learners' humanities. Findings also reveal the participants' willingness to implement meaningful literacy instruction as a way to promote learners' subjectivities in the classroom.

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