Critical Literacy in Grade 9 English Self-Learning Modules in Philippine Public Schools: A Content Analysis

Date of Award

5-1-2023

Document Type

Thesis

Degree Name

Master of Arts major in English Language and Literature Teaching (Option I-Thesis)

First Advisor

Marianne Rachel G. Perfecto, DA

Abstract

With the distance learning delivery adopted in the Philippines as a response to the health crisis brought on by COVID-19, critical literacy development seems to become more challenging in the country. Without the presence of teachers in that modality, self-learning modules become students’ primary source of critical literacy development. However, how critical literacy is integrated into ELT materials for modular distance learning has not been investigated much, particularly how critical practices in the modules fit well together to lead students to achieve the goals of critical literacy while in self-paced, self-directed learning. As a response, this study investigated how English Self-Learning Modules (SLMs) for junior high schools promote critical literacy to multilingual students by answering these enabling questions: How do the texts, questions, and activities in the SLMs promote critical literacy in terms of disrupting the commonplace, focusing on sociopolitical issues, considering multiple viewpoints, and taking action and promoting social justice? How do the materials' texts, questions, and activities work together to promote critical literacy? This study used qualitative research and employed content analysis and the dimensions of critical literacy in collecting and analyzing data. The findings reveal that the modules engage students in multiple critical practices across the four dimensions but still need to provide them with concrete opportunities to achieve the ultimate goal of critical literacy and engage them in critical practices that are better interrelated to contribute to its achievement.

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