From Theory to Practice: Theater Reading (TR) as a Critical and Transformative Literacy Practice in an Educational Development Course

Recent research in educational development programs has led to a renewed interest in critical literacy. This paper provides an illustrative case study of critical literacy from a remedial reading course of English language education for post-graduate students where Theater Reading (TR) is applied. The findings of this study show how the implementation of TR can help students acquire their voices and promote critical reading inside and outside classroom settings. Further, this paper provides guidelines for curriculum designers and teachers to bridge the gap between theoretical and practical knowledge in critical and transformative literacy studies.