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Author
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Renne Hobbs, Haixia He, Michael Robbgrieco
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Year
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2015
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Publisher
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Wiley
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Abstract
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This study documents how a high school ESL teacher working
with new immigrants ages 14–20 supported the development of
their critical thinking and English language skills by using
advertising analysis activities. The article examines the use of
key critical questions for analyzing media messages and documents instructional activities designed to strengthen students’
vocabulary, reading, and discussion skills to build inferential
thinking and critical analysis skills. The researchers focus on
four instructional practices used by the participating teacher,
which rely on strategies for applying critical questions to analyze advertising: the cloze technique, the question generation
approach, practice in analyzing ads using critical questions in
class discussion, and a collaborative online writing activity
resulting in the creation of a multiparagraph multimedia document. These activities provided a meaningful opportunity for
students to practice speaking, listening, reading, and writing
skills in English while supporting the development of abstract
thinking, balancing the learning of new academic language and
cultural knowledge, and connecting with students’ prior knowledge, home cultures, and everyday experience
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Language
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English