TEACHING JOURNALISM TO STUDENTS: A GUIDE FOR LANGUAGE TEACHERS

Abstract

This article examines the theoretical and methodological foundations of integrating journalism instruction into language teaching practice. The article demonstrates that journalism-based methods enhance vocabulary learning and critical thinking development and real text comprehension while providing language teachers an organized framework to implement media-based activities in their teaching methods. The findings indicate that a genre-based teaching method which includes critical analysis of journalism content in language classrooms results in better language skills and critical thinking abilities for students.