<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-3479</journal-id>
<journal-title><![CDATA[Lenguaje]]></journal-title>
<abbrev-journal-title><![CDATA[Leng.]]></abbrev-journal-title>
<issn>0120-3479</issn>
<publisher>
<publisher-name><![CDATA[Universidad del Valle, Escuela de Ciencias del Lenguaje]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-34792023000100002</article-id>
<article-id pub-id-type="doi">10.25100/lenguaje.v51i1.12092</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Exploring the Effects of Implementing Hilary Janks&#8217; Critical Literacy Model in a University EFL Classroom]]></article-title>
<article-title xml:lang="es"><![CDATA[El Modelo de Literacidad Crítica de Janks en un Aula de Inglés como Lengua Extranjera]]></article-title>
<article-title xml:lang="fr"><![CDATA[Le Modèle de Littératie Critique de Janks dans une Classe d'Anglais comme Langue Étrangère]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Murillo Egurrola]]></surname>
<given-names><![CDATA[Juan David]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Flórez García]]></surname>
<given-names><![CDATA[Iván Darío]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica de Oriente  ]]></institution>
<addr-line><![CDATA[Rionegro ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Antioquia  ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<volume>51</volume>
<numero>1</numero>
<fpage>29</fpage>
<lpage>63</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-34792023000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-34792023000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-34792023000100002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study explored the effects of implementing Janks&#8217; critical literacy model with EFL students at a private university in Colombia. Following this model, an instructional unit was designed and implemented to help students develop critical literacy by reflecting on gender stereotypes, analyzing TV commercials stereotyping women, and writing expository essays about such stereotypes. The data included samples of students&#8217; work, audio-recorded classes, and interviews. Findings showed that most students gained awareness of how gender stereotypes are promoted in TV ads and how these discriminate against women. They also gained experience in the widely valued genre of expository essays in which they stated and supported their own stance towards common traditional gender stereotypes. In addition, students could bring into the classroom and capitalize on their diverse assumptions and experiences about such issues. Finally, students were able to produce expository essays that challenge gender stereotypes, using a wide variety of language resources.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio exploró los efectos de la implementación del modelo de literacidad crítica de Janks con estudiantes de Inglés como Lengua Extranjera de una universidad colombiana. Siguiendo este modelo, se diseñó e implementó una unidad didáctica para desarrollar la literacidad crítica de los estudiantes mediante la reflexión sobre estereotipos de género, el análisis de comerciales de televisión que estereotipan a las mujeres y la redacción de ensayos sobre dichos estereotipos. Los datos incluyeron trabajos de los estudiantes, audio grabaciones de clases y entrevistas. Los hallazgos mostraron que los estudiantes comprendieron cómo los comerciales televisivos promueven estereotipos contra la mujer. También se familiarizaron con el género del ensayo expositivo mediante el cual tomaron su propia postura frente a tales estereotipos. Además, los estudiantes aprovecharon sus diversas creencias y experiencias para abordar tales temas. Finalmente, los estudiantes pudieron producir ensayos que desafían los estereotipos de género, utilizando una amplia variedad de recursos lingüísticos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cette étude a exploré l&#8217;implémentation du modèle de littératie critique de Janks avec des étudiants d'anglais comme langue étrangère dans une université colombienne. Une unité didactique a été conçue pour développer la littératie critique des étudiants, partir de ce modèle, afin de mener une réflexion sur les stéréotypes de genre et les publicités télévisées qui stéréotypent les femmes et ainsi rédiger des essais sur ces stéréotypes. Les données comprenaient des travaux des étudiants et des enregistrements audios de conférences et entretiens. Les résultats ont montré que les étudiants comprenaient comment les publicités télévisées promeuvent les stéréotypes contre les femmes. Ils se sont également familiarisés avec les textes d'opinion dans lesquels ils ont pris position contre tels stéréotypes. De plus, les étudiants ont profité de leurs diverses croyances et expériences pour aborder ces questions. Enfin, les étudiants ont produit des essais qui contestent les stéréotypes de genre, en utilisant une grande variété de ressources linguistiques.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[critical literacy]]></kwd>
<kwd lng="en"><![CDATA[EFL teaching]]></kwd>
<kwd lng="en"><![CDATA[gender stereotypes]]></kwd>
<kwd lng="en"><![CDATA[expository essays]]></kwd>
<kwd lng="es"><![CDATA[literacidad crítica]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de inglés como lengua extranjera]]></kwd>
<kwd lng="es"><![CDATA[estereotipos de género]]></kwd>
<kwd lng="es"><![CDATA[ensayos expositivos]]></kwd>
<kwd lng="fr"><![CDATA[littératie critique]]></kwd>
<kwd lng="fr"><![CDATA[enseignement EFL]]></kwd>
<kwd lng="fr"><![CDATA[stéréotypes de genre]]></kwd>
<kwd lng="fr"><![CDATA[textes d'opinion]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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