Enhancing Language Learning Engagement by means of Critical Literacy at a Public Institution in Caquetá, Colombia.

Abstract

Language learning engagement is a multidimensional concept that embraces cognitive, emotional, and social components (Fredricks, Blumenfeld, & Paris, 2004). However, stakeholders, language educators and students from Juan Bautista La Salle high school seem to ignore its complexity since apparently their main concern relies on the students’ academic performance and institutional achievements. This study intends to determine the connection between language learning engagement and critical literacy in a ninth-grade classroom. Participatory Action Research is the methodological approach framing this study. Thus, this investigation proposes two workshops, designed under the principles of critical literacy to provide learners with tools to approach local issues occurring in their community. Findings emerging from this research suggest that the practice of critical literacy engages students in learning from the cognitive, social and emotional dimensions. Then, this critical approach plays a pivotal role in activating students’ willingness to cope with language learning and tackle learning-related difficulties.