The Three Models  Approach : A Pedagogical Proposal on How to Increase Critical Literacy in the Subject of English on Upper-Secondary Level

This degree project essay aims to create ways for promoting critical literacy by teaching persuasive, manipulative, authentic texts in the subject of English at upper-secondary level in Sweden. In the essay, the syllabus of the English subject is critiqued for not explicitly stating what it means to take a critical approach towards sources and media; it is claimed that the meaning of critical examination only is implied in the syllabus for English 7. Therefore, the psychological perspective on reading seems to be dominant in the syllabus. However, this essay proposes, from a sociological perspective on reading, that critical reading and analysis of persuasive, manipulative, authentic texts could function as an explicit content in all English courses at upper-secondary level in Swedish upper-secondary school. Moreover, the essay suggests that critical reading in a Swedish educational context is particularly important because of the population’s common trust in media. The essay builds on Norman Fairclough’s view that critical dimensions of education are necessary in a democratic society in order to promote active citizenship. As a means to increase critical aspects of language teaching into the subject of English as a second or foreign language, this essay presents the three models approach. The three models approach combines traditions of informal logic (the Toulmin model and fallacy analysis) with critical discourse analysis and is created specifically for analysis of persuasive and manipulative, authentic texts in the EFL and ESL classroom. Ultimately, the three models approach promotes critical literacy and critical language awareness (CLA) in the sense of understanding language as an instrument of power. However, building on Rod Ellis’ taskbased language teaching and concept of consciousness-raising, as well as Richard Schmidt’s noticing hypothesis, the three models approach, paying close attention to arguments and word choice, also forwards incidental language learning through tasks that demand conscious noticing of language features and structures. Additionally, the essay critiques Ellis’ principles of instructed language teaching for leaving out critical aspects of language learning and teaching. The essay upholds that both language awareness (in the grammatical sense) and critical language awareness (in the sense of understanding language as power) are important in second language courses, something that is also emphasized in the three models approach