This study points out the need to integrate popular culture texts into formal language teaching and suggests some pedagogical applications based on various research findings. In particular, it discusses that the inauguration of the digital era, the important role that the mass media play in our contemporary lives, the emphasis on new kinds of literacies, Multiliteracies, attributing importance to the various semiotic modes of meaning making, have contributed to the emergence of texts, such as comics, texts coming from magazines, newspaper, television movies and series, advertisements, posters, and social media; these kinds of texts constitute an integral part of students’ lives and tend to recycle the prevalent social ideologies. Allowing for the dynamic, semiotic and constantly changing social context, it is held that the school should develop students’ critical literacy in terms of the dominant sociolinguistic representations that are constructed in the popular culture texts, acknowledging, though, that the implementation of critical literacy programmes at school is a complex and multidimensional process requiring the cultivation of an open and exploratory learning environment, teachers’ and parents’ education.
Alvermann, D., Moon, J., & Hagood, M. (1999). Popular culture in the classroom. Newark, DE & Chicago: International Reading Association and the National Reading Conference.
Archakis, A., & Tsakwna, V. (2011). Taytothtes, afhghseis kai glwssikh ekpaideysh [Identities, narrations and language education]. Athina: Patakis.
Bernstein, B. (1971). Class, codes and control: Theoretical studies towards a sociology of language. London: Routledge & Kegan Paul.
Chairistanidhs, L. (2014). Chartographhsh twn apopsewn twn ekpaideytikwn ths prwtovatmias ekpaideyshs gia themata (kritikou) grammatismou [Mappring primary teachers’ views on critical literacy issues]. Adhmosieyth Metaptyxiakh Diplwmatikh Ergasia. Flwrina: PanepisthmioDytikhsMakedonias.
Cope, B., & Kalantzis, M. (2000). Introduction: Multiliteracies: The beginnings of an idea. In B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy learning and the design of social futures (pp. 3-8). London and New York: Routledge.
Douka, A., Fterniati, A., Archakis, A. (2016). Eidhseografikos logos kai kritikh glwssikh ekpaideysh sto plaisio twn polygrammatismwn: Didaktikes protaseis gia to glwssiko mathhma ths B’ Lykeiou [News speech and critical language education in the context of multiliteracies: Teaching proposals for the language classroom at the second grade of High School]. In A.G. Stamou, P. Poliths, and A. Archakis, Glwssikh poikilothta kai kritikoi grammatismoi ston logo ths mazikhs koultouras: Ekpaideytikes protaseis gia to glwssiko mathhma (pp. 140-175). Kavala: Saita.
Duff, P. A. (2004). Intertextuality and hybrid discourses: The infusion of pop culture in educational discourse. Linguistics & Education, 14, 231-276.
Fairclough, N. (1992). Critical language awareness. London & New York: Longman.
Fiske, J. (2010). Understanding popular culture. London: Routledge.
Fowler, R., Hodge, R., Kress, G., & Trew, T. (1979). Language and control. London: Routledge & Kegan Paul.
Fterniati, A., Archakis, A., Papazachariou, D., & Tsami, V. (2013). Anixneysh twn protimhsewn mathhtwn/triwn E’ kai ST’ Dhmotikou se keimena mazikhs koultouras kai to isxyon didaktiko yliko [Exploring 5th and 6th graders’ preferences to popular culture texts and the prevalent teaching material. Nea Paideia, 145, 61-77.
Gee, J. P. (2004). Situated language and learning: A critique of traditional schooling. London: Routledge.
Griva, E., & Stamou, A. G. (2014). Ereynwntas th diglwssia sto sxoliko perivallon: Optikes ekpaideytikwn, mathhtwn kai metanastwn gonewn [Exploring bilingualism in the school context: Teachers’, students’ and migrant parents’ perspectives]. Thessaloniki: Kyriakides.
Gutiérrez, K., Baquedano-Lopez, P., & Tejeda, C. (2000). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture, & Activity: An International Journal, 6(4): 286-303.
Halliday, M. A. K. (1994). An introduction to functional grammar. London: Edward Arnold.
Hyland, K. (2003). Genre-based pedagogies: A social response to process. Journal of Second Language Writing, 12(1): 17-29.
Hyland, K. (2004). Genre and second language writing. Ann Arbor, MI: University of Michigan Press.
James, C., & Garrett, P. (1991). Language awareness in the classroom. London: Longman. Janks, H. (1999). Critical language awareness journals and student identities. Language Awareness, 8,111-122.
Kefalidou, S. (2016). Oi afhghseis thleoptikwn eidhsewn: Mia protash gia thn analysh kai th didaskalia tous sto Gymnasio [Narrations of television news: A proposal for their analysis and teaching in secondary school]. In A.G. Stamou, P. Poliths, and A. Archakis, Glwssikh poikilothta kai kritikoi grammatismoi ston logo ths mazikhs koultouras: Ekpaideytikes protaseis gia to glwssiko mathhma (pp. 107-139). Kavala: Saita.
Kontovroukh, S., & Iwannidou, E. (2013). Kritikos grammatismos sto kypriako sxoleio: Antilhpseis, praktikes kai staseis ekpaideytikwn [Critical literacy in the Cypriot school: Teachers’ views, practices and attitudes]. Prosxolikh & Sxolikh Ekpaideysh, 1, 82-107.
Koutsogiannis, D. (2014). Kritikoi grammatismoi: Diethnhs empeiria kai ellhnikh pragmatikothta [Critical literacies: International experience and Greek reality]. Sto E. Griva, D. Koutsogiannis, K. Dinas, A.G. Stamou, A. Chatzipanagiwtidh and S. Chatzisavvidis (Epim.), Praktika Panellhniou Synedriou:‘O kritikos grammatismos sth sxolikh praxh’ (http://www.nured.uowm.gr/drama/PRAKTIKA.html).
Koutsogiannis, D. (2011). Efhvikes praktikes pshfiakou grammatismou kai taytothtes [Teenager’s practices of digital literacy and identities]. Thessaloniki: Kentro Ellhnikhs Glwssas.
Kress, G., Jewitt, C., Ogborn, J., & Tsatsarelis, C. (2001). Multimodal teaching and learning: The rhetorics of the science classroom. London: Continuum.
Kress, G., & van Leeuwen, T. (2006). Reading images: The grammar of visual design. London: Routledge.
Lee, C. (2016). Apo ton toixo tou Facebook sth sxolikh taxh: H xrhsh ypokoristikwn kai megenthyntikwn stis pshfiakes glwssikes praktikes mathhtwn/triwn gymnasiou kai protaseis gia th didaskalia tous [The use of diminutive adjectives in secondary school students’ digital practices and suggestions for their teaching]. In A.G. Stamou, P. Poliths, and A. Archakis, Glwssikh poikilothta kai kritikoi grammatismoi ston logo ths mazikhs koultouras: Ekpaideytikes protaseis gia to glwssiko mathhma (pp. 176-198). Kavala: Saita.
Linebarger, D. L., & Piotrowski, J. T. (2009). TV as storyteller: How exposure to television narratives impacts at-risk preschoolers’ story knowledge and narrative skills.British Journal of Developmental Psychology, 27, 47–69.
Livingstone, S., & Bovill, M. (1999). Young people, new media: Report of the research project ‘Children Young People and the Changing Media Environment’. London: London School of Economics and Political Science:
http://eprints.lse.ac.uk/21177/1/Young_people_new_media_(LSERO).pdf
Luke, A. (2004). On the material consequences of literacy. Language & Education, 18(4), 331-335.
Luke, A., & Freebody, P. (1997). Shaping the social practices of reading. In S. Muspratt, A. Luke, & P. Freebody (Eds.), Constructing critical literacies(pp. 185-226). Sydney: Allen and Unwin.
Marsh, J., Brooks, G., Hughes, J., Ritchie, L., Roberts, S., & Wright, K. (2005). Digital beginnings: Young children’s use of popular culture, media and new technologies. University of Sheffield: Literacy Research Center:
http://www.digitalbeginnings.shef.ac.uk/DigitalBeginningsReport.pdf
Maronith, K., Stamou, A. G., Griva, E., & Dinas, K. (2016). Anaparastaseis ths glwssikhs poikilothtas ston thleoptiko logo: Efarmozontas ena programma kritikou grammatismou se paidia prwtosxoloikhs hlikias [Representations of language variations in the television speech: Applying a programme of critical literacyto first and second graders of primary school]. In A.G. Stamou, P. Poliths, and A. Archakis, Glwssikh poikilothta kai kritikoi grammatismoi ston logo ths mazikhs koultouras: Ekpaideytikes protaseis gia to glwssiko mathhma (pp. 47-79). Kavala: Saita.
Maronith, K., & Stamou, A. G. (2014). Diereynhsh twn apopsewn twn ekpaideytikwn ths prwtovathmias ekpaideyshs gia th xrhsh twn keimenwn ths mazikhs koultouras sth glwssikh didaskalia [Investigating primary teachers’ views on the use of popular culture texts in the language teaching]. Meletes gia thn Ellhnikh Glwssa, 34, 271-284.
Morrell, E. (2002). Toward a critical pedagogy of popular culture: Literacy development among urban youth. JournalofAdolescent andAdult Literacy, 46, 72-77.
New London Group. (1996). A pedagogy of multiliteracies: Designing social futures.Harvard Educational Review, 66, 60-92.
Stamou, A. G., Archakis, A., Politis, P. (2016).Glwssikh poikilothta kai kritikoi grammatismoi sto logo ths mazikhs koultouras [Language variation and critical literacies in the speech of popular culture].In A.G. Stamou, P. Poliths, and A. Archakis, Glwssikh poikilothta kai kritikoi grammatismoi ston logo ths mazikhs koultouras: Ekpaideytikes protaseis gia to glwssiko mathhma(pp. 11-46). Kavala: Saita.
Stamou, A. G., Maroniti, K., & Griva, E. (2015). Young children talk about their popular cartoon and TV heroes’ speech styles: Media reception and language attitudes. Language Awareness, 24(3), 216-232.
Stamou, A. G., Maroniti, K., & Schizas, D. (2014). Greek young children’s engagement with media in the home: Parents’ and children’s perspectives. Studies in Media and Communication, 2(2), 93-106.
Stevens, L. (2001). South Park and society: Instructional and curricular implications of popular culture in the classroom. Journal of Adolescent and Adult Literacy, 44, 548-555.
Storey, J. (2006). Cultural theory and popular culture: An introduction. Essex: Pearson.
Street, B. V. (1993). The New Literacy Studies: Guest editorial. Journal of Research in Reading, 16(2), 81-97.
Tendolouris, F., & Chatzisavvidis, S. (2014). Logoi tou kritikou grammatismou kia h ‘topothethsh’ tous sth sxolikh praxh: Pros mia glwssodidaktikh anastoxastikothta. [Reasons for critical literacy and its ‘pacement’ in the school context: Towards a language teaching reflection. Meletes gia thn Ellhnikh Glwssa,34, 411-421.
Tsakwna, V. (2014). ‘T’ avga pairnw monh mou’: Kritikos grammatismos, epaggelmatikes syndiallages kai eygeneia [‘I take the eggs on my own’: Critical literacy, professional interactions, and politeness]. Glossologia, 22, 14- 39.
Tsami, V., Archakis, A., Fterniati, A., Papazachariou, D., & Tsakona, V. (2014). Mapping elementary school students’ preferences for mass cultural literacy practices. In Lemonidis, C. (Eds.),Proceedings of the 1st International Conference: “Education across Borders”(pp. 361-371). Florina, 5-7 October 2012. University of Western Macedonia.
Tsami, V., Fterniati, A., & Archakis, A. (2016). Mazikh koultoura, glwssikh poikilothta, kai xioumor: Didaktikes protaseis gia thn anaptyxh tou kritikou grammatismou mathhtwn/triwn E’ kai ST’ Dhmotikou [Popular culture, language variation and humor: Teaching practices for the development of 5th and 6th Graders’ critical literacy. In A.G. Stamou, P. Poliths, and A. Archakis, Glwssikh poikilothta kai kritikoi grammatismoi ston logo ths mazikhs koultouras: Ekpaideytikes protaseis gia to glwssiko mathhma(pp. 80-106). Kavala: Saita.
Tsami, V., Archakis, A., Fterniati, A., Papazachariou, D., & Tsakona, V. (2014). Mapping elementary school students’ preferences for mass cultural literacy practices. In Lemonidis, C. (Ed.), Proceedings of the 1st International Conference: “Education across Borders”(pp. 361-371). Florina, 5-7 October 2012. University of Western Macedonia.
Vazou, E. (2016). Oi diadiktyakes pyles touristikwn organismwn ws pedio polygrammatismwn sth deyterovathmia ekpaideysh: H periptwsh tou VisitGreece [The internet sites of tourist organisations used as a means of multiliteracies in the secondary education: The case of VisitGreece. In A.G. Stamou, P. Poliths, and A. Archakis, Glwssikh poikilothta kai kritikoi grammatismoi ston logo ths mazikhs koultouras: Ekpaideytikes protaseis gia to glwssiko mathhma (pp. 199-226). Kavala: Saita.
In-Text Citation: (Manoli, 2019)
To Cite this Article: Manoli, P. (2019). Promoting students’ critical literacy through the use of popular culture texts in the formal language classroom. Multilingual Academic Journal of Education and Social Sciences, 7(1), 47–56.
Copyright: © 2019 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
