Critical literacy in the language classroom: Possibilities for intercultural learning through symbolic competence

Abstract

This article provides a theoretical exploration of the connections between critical literacy and symbolic competence with some pedagogical examples from an empirical study. More specifically, we argue that critical literacy can be utilised as an approach to develop symbolic competence, and, by extension, encourage intercultural learning. Our interest is in teasing this out through a synthesis of ways of approaching intercultural learning through critical literacy. Drawing on four major critical literacy models, the article attempts to show how critical literacy can provide a basis for addressing symbolic competence as an essential part of intercultural learning in increasingly complex and super-diverse societies. The article concludes with some specific pedagogical implications for using critical literacy in the language classroom to foster the type of intercultural learning which takes into account the diversity between and within cultures, and the role of meaning-making in the creation and re-creation of cultures.