Lexical Semantics as a Tool for Developing Critical Reading in the Language Classroom

Alexandra Isabel García Marrugo

doi:10.5294/laclil.2008.1.1.8

Lexical Semantics as a Tool for Developing Critical Reading in the Language Classroom

Authors

Alexandra Isabel García Marrugo Author

DOI:

https://doi.org/10.5294/laclil.2008.1.1.8

Abstract

This paper illustrates how a detailed analysis of lexical choices can evince the author’s ideological message in seemingly expository texts. The activity described, part of the content-based course English V: Technology, Environment, and Progress in the International Relations Program at the Universidad del Norte, leads students to the realization of their tendency to accept every written text as an objective depiction of reality without questioning the writer’s purpose or intentions. Furthermore, the comparison of two texts dealing with the same topic but written from opposing points of view helps the students understand how language can be manipulated for particular purposes.

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Author Biography

Alexandra Isabel García Marrugo

Alexandra Isabel García Marrugocurrently teaches English at the Instituto de Idiomas at Universidad del Norte, Barranquilla, Colombia. She holds a Licenciatura in Educational Sciences with an Emphasis on Modern Languages Spanish-Inglish and an MA in Language Teaching and Learning. In 2000, she was a recipient of the Chevening Prize from the British Council.

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Published

2010-02-11

How to Cite

García Marrugo, A. I. (2010). Lexical Semantics as a Tool for Developing Critical Reading in the Language Classroom. Latin American Journal of Content & Language Integrated Learning, 1(1), 66–76. https://doi.org/10.5294/laclil.2008.1.1.8

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Issue

Vol. 1 No. 1 (2008)

Section

Commentaries

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