T A D Q I Q O T L A R
jahon ilmiy – metodik jurnali
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65-son_1-to’plam_Iyul-2025
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ISSN:3030-3613
DEVELOPING CRITICAL LITERACY SKILLS THROUGH
COMPARATIVE LITERATURE IN MULTILINGUAL CLASSROOMS
Sobirova Vazira Jahongir qizi
1
st
year student of the Faculty of English Philology,
The Uzbekistan state World Languages university
Abstract:
As classrooms around the world grow more multilingual and
connected, teaching students to read and think critically has never been more important.
This article argues that comparative literature-with its side-by-side reading of texts
from different cultures-can spark that deeper literacy in such settings. Rooted in ideas
from critical pedagogy and literary theory, the study looks at how varied stories sharpen
analysis and open windows to other worlds. Using qualitative methods-classroom
notes, discussion transcripts, and student diaries-the research tracks learning in a large,
language-mixed university. Results show that reading across cultures helps students
challenge taken-for-granted views, speak with each other across difference, and
interpret both pages and contexts more richly. The piece ends with practical guidelines
for teachers who want to weave comparative literature into language courses and
strengthen critical literacy in diverse classrooms.
Keywords:
critical literacy, comparative literature, multilingual classrooms,
intercultural competence, pedagogy, linguistic diversity, reflective thinking, language
education, literature teaching, cross-cultural analysis
Introduction
Linguistic and cultural diversity now sits at the heart of many 21st-century
classrooms. Inside these mixed environments, teaching students to read with critical
literacy-reading that checks social, political, and cultural clues-becomes more than
helpful; it is necessary. Comparative literature, by nature a study of voices from
different languages and cultures, supplies an attractive tool for building this ability.
The present article looks at ways teachers can use comparative readings in multilingual
rooms to lift learners critical edge.
Literature Review
Rooted in Paulo Freires work from 1970, critical literacy sees education as a
force that can change lives and argues that people should read both the world and the
word. It pushes students to question taken-for-granted ideas, power lines, and the
hidden messages books carry. Later scholars such as Janks, 2010, and Luke, 2000, have
built on Freire, stressing that critical literacy can give everyday learners a stronger
sense of agency.
T A D Q I Q O T L A R
jahon ilmiy – metodik jurnali
https://scientific-jl.com
65-son_1-to’plam_Iyul-2025
218
ISSN:3030-3613
Comparative literature, in short, means looking at books from different
languages, cultures, and countries side by side. It helps readers see how stories speak
to each other and to larger moments in history (Damrosch, 2003). When teachers bring
these cross-border debates into a multilingual classroom, they deepen analysis and
open the door to wider linguistic and cultural voices.
Research shows that mixing texts from different traditions can build students
empathy, global outlook, and sharper critical habits (Kramsch, 1993; Byram, 1997).
Still, teachers often struggle to find step-by-step ways to weave comparative literature
into multilingual lessons while clearly boosting critical literacy.
Methodology
The present study took place at a multilingual university where every participant
spoke two or more languages and studied literature or language teaching. The
researchers chose a qualitative design, drawing on:
- live observations of discussion-led seminars that paired comparative readings;
- samples of learner reflections and written essays;
- casual, open interviews with both students and instructors.
For the central activity, two stories were picked: Chinua Achebes Things Fall Apart
and Franz Kafkas The Metamorphosis. The pair was valued for its rich themes, striking
cultural differences, and potential for connected classroom work.
Results and Discussion
1. Interpretation Across Cultures
While comparing alienation in "The Metamorphosis" with cultural disintegration in
"Things Fall Apart," students showed sharper critical insight. Multilingual classmates
wove in their own cultural angles, enriching the groups understanding.
2. Questioning Power and Ideology
Guided talk invited students to challenge colonial stories, Eurocentric views, and how
identity gets built. One learner remarked, Achebe gives voice to a culture often tagged
primitive-this forced me to rethink civilized.
3. Language and Identity Awareness
Because many languages filled the room, learners considered how tongue shapes
meaning. They examined translations beside originals, stirring talk about the power
kept and lost when words translated.
4. Challenges
Uneven language skill still surfaced and sometimes limited how deeply a student could
dive in. Teachers learned they must scaffold moves and offer key terms to keep every
person on equal ground.
Conclusion
This study affirms that comparative literature is a potent means to develop
critical literacy in multilingual classrooms. By engaging with diverse texts, students
T A D Q I Q O T L A R
jahon ilmiy – metodik jurnali
https://scientific-jl.com
65-son_1-to’plam_Iyul-2025
219
ISSN:3030-3613
learn to analyze, question, and empathize—skills essential in our interconnected world.
Educators are encouraged to select culturally rich texts, facilitate cross-cultural
discussions, and use reflective writing tasks to enhance critical engagement. Further
research may explore longitudinal impacts and digital applications of this pedagogical
approach.
References
1.
Byram, M. (1997). *Teaching and assessing intercultural communicative
competence*. Multilingual Matters.
2.
Damrosch, D. (2003). *What is world literature?* Princeton University Press.
3.
Freire, P. (1970). *Pedagogy of the oppressed*. Herder and Herder.
4.
Janks, H. (2010). *Literacy and power*. Routledge.
5.
Kramsch, C. (1993). *Context and culture in language teaching*. Oxford
University Press.
6.
Luke, A. (2000). Critical literacy in Australia: A matter of context and standpoint.
*Journal of Adolescent & Adult Literacy*, 43(5), 448–461.
