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Vol.9, Issue 2, 2023, pp. 271-292 Full text

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Web of Science: 001131896300007

Ugyen Tshering

Affiliation: University of Canberra, Australia 04s1nv328

This case study explores one Bhutanese ESL teacher's implementation of Freebody and Luke's four resources model (FRM) to teach critical reading (CR) in his grade-9 English classroom. A semi-structured interview was conducted with the teacher and thematically analysed to understand his initial perspectives on CR and teaching strategies. Based on his initial interview data, the researcher recommended him implementing the FRM to teach a poem of his choice from the grade-9 English curriculum in three lessons. The FRM is organised around four reader roles that engage and empower readers as text decoders, text participants, text analysts and text users. A thematic approach was used to analyse the audio recordings of the teacher's FRM implementation and written lesson reports. The study also analysed his post-implementation interview data to examine the implications and challenges of using the FRM in ESL classrooms. The study showed that the teacher found the FRM effective and practical, allowing him to scaffold and enhance his students' knowledge and skills to engage in various forms of meaning construction, learn and analyse language usage, critically engage with the text and promote literacy practices.

Keywords: ESL, critical reading, four resources model, text decoder, text participant, text analyst, text user

Article history:
Submitted: 16 October 2023
Reviewed: 24 October 2023
Accepted: 5 November 2023
Published: 20 December 2023

Citation (APA):
Tshering, U. (2023). A Model for Teaching Critical Reading in an ESL Curriculum. English Studies at NBU, 9(2), 271-292.

Copyright © 2023 Ugyen Tshering

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1. Reviewer's name: Undisclosed
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Review Verified on Publons

2. Reviewer's name: Undisclosed
Review Content: Undisclosed
Review Verified on Publons

Handling Editor: Boris Naimushin, PhD, New Bularian University
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