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Critical Literacy in Korea: A Review of Research on Critical Approaches to Texts

최수정
팬코리아영어교육학회 (Pan-Korea English Teachers Association)|2019.09|영어교육연구 (English Language Teaching)|제31권 제3호|pp. 1-20|DOI 10.17936/pkelt.2019.31.3.001

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키워드

critical literacycritical readingfuture research directionsresearch reviewcritical approaches to texts
주제분류영어와문학

초록

Reviewing research on critical approaches to literacy published in Korea within the last 15 years , this article aims to present an overview of the current state of knowledge and research findings on critical literacy practices in Korea to identity gaps in the current understanding and suggest future research directions. Thirty papers comprising both empirical and non-empirical studies were reviewed to this end. The result of the review indicates that English as a foreign language (EFL) learners in Korea are capable of reading texts critically by challenging the ideological assumptions contained within and are also able to identify alternative perspectives and interpretations, regardless of their age and proficiency level. The review further illustrates that in the unique context of EFL teaching and learning, learners’ comprehension of a text should precede their engagement in critical literacy practices. Teachers’ preparedness and competence in critical literacy are revealed as important prerequisites in the successful incorporation of critical literacy curriculum in Korea. Given that critical literacy-informed studies in Korea are still evolving, further investigations are needed to gain a deeper understanding of the possibilities and challenges of introducing critical literacy to EFL learners in Korea. Future research directions are discussed based on the study’s findings.

Abstract

Reviewing research on critical approaches to literacy published in Korea within the last 15 years , this article aims to present an overview of the current state of knowledge and research findings on critical literacy practices in Korea to identity gaps in the current understanding and suggest future research directions. Thirty papers comprising both empirical and non-empirical studies were reviewed to this end. The result of the review indicates that English as a foreign language (EFL) learners in Korea are capable of reading texts critically by challenging the ideological assumptions contained within and are also able to identify alternative perspectives and interpretations, regardless of their age and proficiency level. The review further illustrates that in the unique context of EFL teaching and learning, learners’ comprehension of a text should precede their engagement in critical literacy practices. Teachers’ preparedness and competence in critical literacy are revealed as important prerequisites in the successful incorporation of critical literacy curriculum in Korea. Given that critical literacy-informed studies in Korea are still evolving, further investigations are needed to gain a deeper understanding of the possibilities and challenges of introducing critical literacy to EFL learners in Korea. Future research directions are discussed based on the study’s findings.

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