On Improving English Language Learners’ Multicultural Literacy - Focused on Climate Change -
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The purpose of this study is to suggest the teaching-learning methods and the assessing methods of improving English language learners’ multicultural literacy (ML) focused on climate change. To achieve this, teaching and assessing methods focused on climate change were reviewed and argued in the aspect of improving learners’ ML. In this paper, it was suggested that lessons need to be designed considering big ideas such as “the ways of reducing global warming are discussed and suggested.” That is, given objectives of units based on the big ideas, objectives of periods of lesson can be established, and tasks or activities appropriate to the objectives can be designed. In addition, it was presented that teachers can design lessons based on Seelye (1994)’s goals and Kim (2015b)’s ones by relating the climate change to global issue in English classrooms. Also, it was suggested that ML needs to be assessed in the aspect of backward design model. If big idea such as “ways of reducing global warming are discussed and suggested” is established, ongoing assessment can be designed in alignment with classroom activities based on the big idea. That is to say, cultural activities are designed in alignment with assessment framework such as TF, quiz, observation, self-assessment, observation, and project.
Abstract
The purpose of this study is to suggest the teaching-learning methods and the assessing methods of improving English language learners’ multicultural literacy (ML) focused on climate change. To achieve this, teaching and assessing methods focused on climate change were reviewed and argued in the aspect of improving learners’ ML. In this paper, it was suggested that lessons need to be designed considering big ideas such as “the ways of reducing global warming are discussed and suggested.” That is, given objectives of units based on the big ideas, objectives of periods of lesson can be established, and tasks or activities appropriate to the objectives can be designed. In addition, it was presented that teachers can design lessons based on Seelye (1994)’s goals and Kim (2015b)’s ones by relating the climate change to global issue in English classrooms. Also, it was suggested that ML needs to be assessed in the aspect of backward design model. If big idea such as “ways of reducing global warming are discussed and suggested” is established, ongoing assessment can be designed in alignment with classroom activities based on the big idea. That is to say, cultural activities are designed in alignment with assessment framework such as TF, quiz, observation, self-assessment, observation, and project.
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