This article is situated at the nexus between critical thinking, literacy, and intercultural awareness, and its goal is to extend the curricular and methodological repertoire of business language programs and instructors. To that end, the article introduces an instructional technique for business language classes that will elevate the learners’ level of criticality toward second language texts. The approach is based on the reading comprehension strategy of self-generating questions. Instead of responding to questions raised by the instructor or the textbook, students self-generate questions vis-à-vis the assigned texts. After providing a working definition of critical literacy and an outline of previous research that relates to strategy instruction in literacy-centered foreign language education, the article will illustrate this approach and analyze the question sets that two American students generated in response to a German newspaper article on the actions of anti-consumerist advocacy groups.
"Critical Literacy and Intercultural Awareness through the Reading Comprehension Strategy of Questioning in Business Language Education,"
Global Business Languages: Vol. 18
Available at: https://docs.lib.purdue.edu/gbl/vol18/iss1/6