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Korean University Readers’ Growth Through an Integrated Approach of Conventional and Critical Literacy

허선민|서영미
한국영어교육학회 (Korea Association Of Teachers Of English)|2017.12|영어교육 (English Teaching)|제72권 제4호|pp. 23-51|DOI DOI: 10.15858/engtea.72.4.201712.23

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참고문헌

키워드

critical thinking abilitycritical readingintegrated reading approach
주제분류영어와문학

초록

The purpose of this study is to explore how Korean university students develop their readership in integrated reading classes that address both conventional and critical reading instructions. The two researchers taught university students in Busan and Seoul, alternatively, to read texts in English critically. Fifty-nine students (thirty-two from the researcher A’s class and twenty-seven from the researcher B’s class) participated in the study. The proficiency level of each class was different; one class is much higher than the other. The teachers followed the same teaching procedure of decoding and comprehension, personalizing the reading contents, and critiquing and reflecting on the reading texts and the students were guided to comprehend the texts that they read, analyze reading texts critically, and discuss alternative perspectives of the reading in class. Students’ discussion notes and observation notes of five three-hour class sessions were collected. Data analysis revealed that an integrated approach in reading class was helpful for the students not only to develop their language sensitivity and awareness in critical stance and challenge dominant social assumptions and ideology, but also to develop reading strategies and emotional engagement. Pedagogical implications were discussed.

Abstract

The purpose of this study is to explore how Korean university students develop their readership in integrated reading classes that address both conventional and critical reading instructions. The two researchers taught university students in Busan and Seoul, alternatively, to read texts in English critically. Fifty-nine students (thirty-two from the researcher A’s class and twenty-seven from the researcher B’s class) participated in the study. The proficiency level of each class was different; one class is much higher than the other. The teachers followed the same teaching procedure of decoding and comprehension, personalizing the reading contents, and critiquing and reflecting on the reading texts and the students were guided to comprehend the texts that they read, analyze reading texts critically, and discuss alternative perspectives of the reading in class. Students’ discussion notes and observation notes of five three-hour class sessions were collected. Data analysis revealed that an integrated approach in reading class was helpful for the students not only to develop their language sensitivity and awareness in critical stance and challenge dominant social assumptions and ideology, but also to develop reading strategies and emotional engagement. Pedagogical implications were discussed.

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Possibilities and challenges of a critical approach to reading instruction with Korean university students서영미, 허선민팬코리아영어교육학회 · 영어교육연구2014 · 제26권 제3호Exploring Identity Construction in a Critical Literacy Class양정완팬코리아영어교육학회 · 영어교육연구2009 · 제21권 제2호Critical Literacy in Korea: A Review of Research on Critical Approaches to Texts최수정팬코리아영어교육학회 · 영어교육연구2019 · 제31권 제3호A Case Study of Critical Reading in Action with Korean University Students in an EFL Context서영미한국영어교육학회 · 영어교육2019 · 제74권 제4호Critical literacy practices of economically privileged L2 English readers: Literacy education for globalization허선민한국영어교육학회 · 영어교육2014 · 제69권 제2호A Critical Review of Critical Literacy Research in the Context of English Teaching as a Foreign Language허선민한국영어교과교육학회 · 영어교과교육2021 · 제20권 제4호

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