- №2, 2017
- Lysenko Oleksandra
- Durdas Alla
- Batechko Nina
- Zagorodnya Alla
- Yevtushenko Natalia
- Ovcharenko Natalia
- Lakoza Natalia
- Mospan Nataliya
- Verbenets Anna
- Valenkevych Olga
- Petrenko Natalia
- Kasilov Ivan
- Tomashevsky Volodymyr
- Ovsiienko Liudmyla
- Gaidai Irina
- Zamkova Natalia, Voinarovska Natalya
- Synekop Oksana
- Ivanitska Olga, Panchenko Alla, Panchenko Ganna
- Kulyk Olena
- Aleksandrova Valentina
- Brovko Kateryna
- Xiaoxing Zhang
- Fingerman Orly
- All Pages
Zamkova N., Voinarovska N. A.LUKE AND P.FREEBODY’S PEDAGOGICAL MODEL OF EDUCATING CRITICAL LITERACY OF FUTURE INTERPRETERS: APPLICATION EXPERIENCE WITHIN DOMESTIC PEDAGOGICAL PRACTICE
Zamkova Natalia, Doctor of Philosophic Sciences, Associate Professor, Director of the Institute, Vinnytsia Institute of Trade and Economics of Kyiv National University of Trade and Economics, 87 Soborna Str., 21050 Vinnytsia, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.
Voinarovska Natalya, PhD, Associate Professor, Associate Professor of the Department of Foreign Philology and Translation, Vinnytsia Institute of Trade and Economics of Kyiv National University of Trade and Economics, 87 Soborna Str., 21050 Vinnytsia, Ukraine,
This email address is being protected from spambots. You need JavaScript enabled to view it.
https://doi.org/10.28925/2078-1687.2017.2.9599
Abstract
Current paper analyzes practical implications of reader roles of Luke and Freebody’s Four Resources Model of critical literacy teaching in the process of training future interpreters in Ukrainian higher educational institutions. Two resources (code-breaking and meaning making) have been successfully implemented into the classic literature teaching content for Bachelor’s degree students. Theoretical background, functions, and aim of these two roles have been examined. Stages of the practical classes’ organization for the most fruitful students’ code-breaking have been shown. Intertextual and social-cultural factors of the practical meaning-making process have been identified. Besides, the compulsory interconnection between current two resources has been proved.
Keywords: critical literacy; foreign languages competence; higher education; interpreters’ training; literacy education; semantic competence; text code-breaking.
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