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2. PHD Thesis / Tesis PHD
3. Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan

Title:	The Teaching Of Reading As Literacy Practices By Iraqi Teachers In Higher Education: A Case Study
Authors:	Iman Ali Ahmed Al-Rashed (P39276)
Supervisor:	KooYew Lie, Prof. Dr.
Keywords:	Reading As Literacy Teaching Of Reading As Literacy Literacy Practices Iraqi Teachers In Higher Education Iraq-Intellectual life
Issue Date:	9-Nov-2013
Description:	The aim of this study is to examine the principal discursive practices concerning the teaching of literacy in Iraqi higher education. The teaching of reading in Iraq is still mainly focused on decoding and vocabulary development, which is the conventional approach. These reading practices are inadequate because reading must be approached from an expanded perspective in which students are critically engaged with the text. They need to grasp the propositions and the ideologies presented in the text, and be aware of how they are positioned as readers. This will create critical and fully literate thinkers and citizens who can have a real role and say in the new era, one in which Iraq and the Arab World are witnessing critical and profound reshaping of all sectors including the educational sector. Hence, this research employed a critical literacy perspective focused on The Four Resources Model of reading, as it the primary framework to frame this study, which explores and analyses the dominant teaching of reading as literacy practices of teachers at the university level in the Iraqi context. This will help to identify gaps in the current teaching practices of literacy. They are considered to be powerful and fundamental practices in the teaching of literacy for changing and complex contemporary contexts. Specifically, the study is a qualitative case study conducted to investigate the teachers’ practices in the teaching of reading in the University of Basra-Iraq, and to examine the extent to which such teaching of reading can prepare learners to participate actively in the changing context of the region generally and in Iraq specifically. The data was collected in the form of classroom observations; recall sessions, interviews and field notes. The findings revealed that the teachers’ dominant practices are based on the teaching of a number of decoding and mechanistic skills. In terms of the Four Resources Model of reading, the data revealed that there was much teacher emphasis on reproducing the two reader roles of code breaking practices and text meaning practices neglecting the text using and text analyzing roles. The teachers reported on the challenges and the problem, which they face in the teaching of critical literacy such as routinized practices in the teaching of reading, stabilized curriculum, the limited teachers’ roles in innovation and the top down policies imposed by the authorities. The findings of this study provide insights for policy as well as for pedagogy, as well as recommendations on the importance of increasing the nature of innovation in the educational culture including the culture of the classroom. One such recommendation for policy change is to help educate teachers who are critically literate and, who can thereby, create critical thinker-citizens capable of facing complex national, regional and world challenges,PhD
Pages:	356
Call Number:	DS70.7 .R347 2013
Publisher:	UKM, Bangi
Appears in Collections:	Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan

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