Applicability of New Literacy Studies in the Korean English Classroom
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As literacy practices began to be considered embedded in the social and cultural contexts, literacy researchers try to investigate the influence of those contexts on literacy practices, by examining and bridging the gap between in- and out-of-school literacy practices. In this process, a significant development in the domain of literacy theory was possible, leading to the creation of the New Literacy Studies (NLS) approach. However, relatively little literacy research has been conducted targeting students from ESL/ EFL contexts as the NLS framework has been applied primarily in Western contexts. Therefore, this current study examines whether the NLS framework can be applied to English education in Korea. In order to do that, two literacy models, the autonomous model and the ideological model of literacy, are explained, focusing on how each model explains literacy. Then, the status of English and English education in Korea are examined in order to whether NLS can be applied to the Korean contexts with three primary tenets of NLS. This leads to the inapplicability or limitations of fully applying the NLS’ tenets to Korean contexts.
Abstract
As literacy practices began to be considered embedded in the social and cultural contexts, literacy researchers try to investigate the influence of those contexts on literacy practices, by examining and bridging the gap between in- and out-of-school literacy practices. In this process, a significant development in the domain of literacy theory was possible, leading to the creation of the New Literacy Studies (NLS) approach. However, relatively little literacy research has been conducted targeting students from ESL/ EFL contexts as the NLS framework has been applied primarily in Western contexts. Therefore, this current study examines whether the NLS framework can be applied to English education in Korea. In order to do that, two literacy models, the autonomous model and the ideological model of literacy, are explained, focusing on how each model explains literacy. Then, the status of English and English education in Korea are examined in order to whether NLS can be applied to the Korean contexts with three primary tenets of NLS. This leads to the inapplicability or limitations of fully applying the NLS’ tenets to Korean contexts.
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