Critical Reflection on English Readings Used in Korean Universities: Stories of Diverse Countries
1
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
The purpose of this paper is to examine the extent to which three reading textbooks used in university reading classes in Korea are including stories of a diverse world and how those stories are addressing the world. For the analyses, three of the representative reading textbooks used in universities in Korea were analyzed by quantifying which country or nationality was incorporated and were critically examined by micro-analyzing how the country was addressed in the materials. The results of the study show that in spite of the seeming multicultural approach that ELT (English Language Teaching) publishers have taken by introducing stories of various countries from the West to the East, the textbooks continue to be “stubbornly Anglocentric’ (McGrath, 2002, p. 213) by highlighting the dominance of western countries (in particular the U.S.) and, at the same time, downplaying the emergent or advanced qualities of non-western countries. To conclude, the authors suggest some pedagogical implications of the study highlighting the importance of in-depth materials evaluation for textbook selection and teaching students to gain critical perspective in perceiving and digesting assorted culturally embedded materials.
Abstract
The purpose of this paper is to examine the extent to which three reading textbooks used in university reading classes in Korea are including stories of a diverse world and how those stories are addressing the world. For the analyses, three of the representative reading textbooks used in universities in Korea were analyzed by quantifying which country or nationality was incorporated and were critically examined by micro-analyzing how the country was addressed in the materials. The results of the study show that in spite of the seeming multicultural approach that ELT (English Language Teaching) publishers have taken by introducing stories of various countries from the West to the East, the textbooks continue to be “stubbornly Anglocentric’ (McGrath, 2002, p. 213) by highlighting the dominance of western countries (in particular the U.S.) and, at the same time, downplaying the emergent or advanced qualities of non-western countries. To conclude, the authors suggest some pedagogical implications of the study highlighting the importance of in-depth materials evaluation for textbook selection and teaching students to gain critical perspective in perceiving and digesting assorted culturally embedded materials.
참고문헌 (17)
- Altbach,P.G, "Education and neocolonialism.In The post-colonial studies reader", pp.452~456 (1999), Routledge
- Bae, Gyseon, "Looking Critically at the ESL Classroom: Challenges and Possibilities of Critical Pedagogy", 영어교육, 59(3), pp.333~356 (2004), 한국영어교육학회
- ChristopherBrumfit, "Global English and Language Teaching: Has Everything Changed?", 영어교육, 57(4), pp.27~40 (2002), 한국영어교육학회
- Choi, Seokmoo, "A Critical Reflection upon Korean High School English Readings: Power Relations and Orientalism", 영어교육, 60(4), pp.517~532 (2005), 한국영어교육학회
- Cox,M.I.P, "Critical pedagogy in ELT:Images of Brazilian teachers of English", TESOL Quarterly, 33(3), pp.433~452 (1997)
- Cunningsworth,A, "Choosing your coursebook" (1995), Heinemann
- Hammond,J, "Critical literacy:Challenges and questions for ESL classroom", TESOL Quarterly, 33(3), pp.528~544 (1999)
- 김은정, "비판적 페다고지를 통하여 살펴본 대학 교양영어교재: 미국 중심의 세계관", 신영어영문학, 35(35), pp.193~211 (2006), 신영어영문학회
- 김영미, "Critical Reading Practice for EFL Readers", Foreign Languages Education, 11(2), pp.47~76 (2004), 한국외국어교육학회
- McDonough,J, "Materials and methods in ELT:A teacher’s guide" (2003), Blackwell Publishing
- McGrath,I, "Materials evaluation and design for language teaching" (2002), Edinburgh University Press Ltd.
- McLaughlin,M, "Critical literacy:Enhancing students’ comprehension of text" (2004), Scholastic
- Morgan,B, "The ESL classroom:Teaching critical practice and community" (1998), University of Toronto Press
- Na,Yoon-Hee, "Critical Literacy in the EFL Classroom", 영어교육, 58(3), pp.143~163 (2003), 한국영어교육학회
- Pennycook,A, "Introduction:Critical approaches in TESOL", TESOL Quarterly, 33, pp.329~348 (1999)
- Rampton,B, "Language crossing and the redefinition of reality.In Code-switching in conversation: Language, interaction, and identify", pp.290~317 (1998), Routledge
- Wallace,C, "Critical literacy awareness in the EFL classroom.In Critical language awareness", pp.59~92 (1992), Longman Publishing