A. Luke and P. Freebody’s pedagogical model of educating critical literacy of future interpreters: application experience within domestic pedagogical practice - Статья
The analyzing of the implications of reader roles of Luke and Freebody’s Four Resources Model of the critical literacy teaching in the process of training future interpreters in higher educational institutions. Text code-breaker and text meaning-maker.
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A. LUKE AND P. FREEBODY’S PEDAGOGICAL MODEL OF EDUCATING CRITICAL LITERACY OF FUTURE INTERPRETERS: APPLICATION EXPERIENCE WITHIN DOMESTIC PEDAGOGICAL PRACTICE Natalia Zamkova Natalya Voinarovska Discussions of the literacy teaching techniques and approaches remain topical over years. The goal of the current research is to analyze two reader roles, introduced by Luke and Freebody in their Four Resources Model in literacy education of future interpreters in the Ukrainian Institutes and Universities, in particular objectives, functional applications, and their efficiency, basing on practical examples. The educationists Allan Luke and Peter Freebody designed their Four Resources Model in 1990 and later reconsidered in 1997, encouraged by the demand for enhancing social literacy level. This Model represents competencies, which a reader needs to comprehend the text successfully going from breaking the code of the abstract to making meaning of it, using the text and analyzing it. N. Melda evaluated these competencie
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