by Hsiang-Ni Lee
National Taitung University, Taiwan
Socio-cultural constructivism views reading as a holistic experience in which readers actively seek identity and make meaning of the world. Socio-cultural constructivist reading instruction recognizes the impact of one’s socio-economic background on comprehension and interpretation of a text. It also acknowledges one’s ability to identify, deconstruct and reconstruct self-positioning by critically examining the text’s messages. Although receiving more well-deserved attention in Western language education, such a constructivist notion has not yet seemed to be equally appreciated or practiced in Taiwanese EFL (English as a Foreign Language) classrooms. Accordingly, this paper describes a five-phase inquiry project which applies essential elements of a socio-cultural constructivist instructional approach. Through various literacy activities, participating young adult students engage in extensive reading of illustrated books about the issue of exclusion and hopefully will learn to proactively mitigate bullying – a common problem at Taiwanese schools and worldwide (Wei & Huang, 2009). The ultimate objective of this focused study is to promote literature-based literacy instruction which values language learners’ personal connections, multiple perspectives and critical reflections.