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Please use this identifier to cite or link to this item: http://hdl.handle.net/1843/65791
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dc.creatorLílian Aparecida Vimieiro Pascoalpt_BR
dc.creatorAndrea Machado de Almeida Mattospt_BR
dc.date.accessioned2024-03-13T21:49:43Z-
dc.date.available2024-03-13T21:49:43Z-
dc.date.issued2022-01-31-
dc.citation.issue36pt_BR
dc.citation.spage29pt_BR
dc.citation.epage53pt_BR
dc.identifier.doihttps://doi.org/10.14198/raei.2022.36.02pt_BR
dc.identifier.issn2171-861Xpt_BR
dc.identifier.urihttp://hdl.handle.net/1843/65791-
dc.description.resumoCritical Literacy (CL) has lately influenced English Language Teaching (ELT) in Brazil, mainly after the publication of the National Guidelines for High School Teaching, and several practitioners have started to use CL perspectives in their ELT contexts. Besides, CL and Critical Language Education have been the focus of much research in Brazil. Nonetheless, these alternative approaches have not yet made their way into testing and assessment. This paper focuses on the relationship of CL and English Language testing. First, we present an overview of important concepts in the area of testing and assessment in ELT. We also discuss important concepts of CL and other critical approaches to ELT. Then, we briefly discuss the possibility of using CL together with CA in English teaching. To illustrate, we summarize a course in ELT, which has used CL and CA at university level. Finally, considering tests as part of the social practices in educational contexts, we demonstrate that, just as CL may be used for Citizenship Education and Social Justice in English classes, the same approach should be used when testing, particularly due to the use of language as a tool for social reconstruction and critique for the exposure of inequalities. Principles for developing critical practices in testing and assessment are discussed along the paperpt_BR
dc.format.mimetypepdfpt_BR
dc.languageengpt_BR
dc.publisherUniversidade Federal de Minas Geraispt_BR
dc.publisher.countryBrasilpt_BR
dc.publisher.departmentFALE - FACULDADE DE LETRASpt_BR
dc.publisher.initialsUFMGpt_BR
dc.relation.ispartofAlicante Journal of English Studiespt_BR
dc.rightsAcesso Abertopt_BR
dc.subjectLanguage teachingpt_BR
dc.subjectEvaluationpt_BR
dc.subjectCritical literacypt_BR
dc.subjectTeacher educationpt_BR
dc.subject.otherLíngua inglesa - Estudo e ensinopt_BR
dc.subject.otherLetramentopt_BR
dc.subject.otherProfessores de línguaspt_BR
dc.subject.otherAvaliação educacionalpt_BR
dc.titleCritical literacy in ELT classroom testingpt_BR
dc.typeArtigo de Periódicopt_BR
dc.identifier.orcidhttps://orcid.org/0000-0003-3706-4860pt_BR
dc.identifier.orcidhttps://orcid.org/0000-0003-3190-7329pt_BR
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