Creating the Space to Talk about Race and Racism in English Language Teaching
0
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
The purpose of this study was to investigate the impacts of engaging in critical race discussion, after watching the movie Hidden Figures on pre-service English teachers’ multicultural awareness. Data consisted of students’ self-reflection papers and critical race talk in classrooms, and were analyzed using content analysis. Results indicate that movie watching was effective in providing pre-service English teachers with a space to discuss race and gender issues. Also, it was perceived as an effective strategy for promoting students’ critical thinking and multicultural awareness in English class, resulting in attitudinal growth regarding openness to other cultures and different people in various situations. Finally, race talk based on the movie expanded the pre-service English teachers’ knowledge about, and perspectives on, multiculturalism and diversity, which enabled development of classroom activities to raise students’ cultural awareness in their future English language classes. This study supports the use of movies in teacher education programs as an accessible and enjoyable way to promote learners’ intercultural competence and expand their perspectives on race and gender issues, the essence of critical pedagogy.
Abstract
The purpose of this study was to investigate the impacts of engaging in critical race discussion, after watching the movie Hidden Figures on pre-service English teachers’ multicultural awareness. Data consisted of students’ self-reflection papers and critical race talk in classrooms, and were analyzed using content analysis. Results indicate that movie watching was effective in providing pre-service English teachers with a space to discuss race and gender issues. Also, it was perceived as an effective strategy for promoting students’ critical thinking and multicultural awareness in English class, resulting in attitudinal growth regarding openness to other cultures and different people in various situations. Finally, race talk based on the movie expanded the pre-service English teachers’ knowledge about, and perspectives on, multiculturalism and diversity, which enabled development of classroom activities to raise students’ cultural awareness in their future English language classes. This study supports the use of movies in teacher education programs as an accessible and enjoyable way to promote learners’ intercultural competence and expand their perspectives on race and gender issues, the essence of critical pedagogy.
참고문헌 (37)
- Al Murshidi, G., "Effectiveness of movies in teaching and learning English as a foreign language at universities in UAE", Psychology and Education, 57(6), pp.442~450 (2020)
- Albiladi, W. S., "Learning English through movies: Adult English language learners’ perceptions", Theory and Practice in Language Studies, 8(12), pp.1567~1574 (2018)
- Alexander, M., "Cinemeducation:A comprehensive guide to using film in medical education" (2005), Radcliffe Publishing
- Bryan, M. L., "Exploring the impact of “race talk” in the education classroom: Doctoral student reflections", Journal of Diversity in Higher Education, 5(3), pp.123~137 (2012)
- Byram, M., "Teaching and assessing intercultural communicative competence" (1997), Multilingual Matters
- Castagno, A., "“I don’t want to hear that!”: Legitimating whiteness through silence in schools", Anthropology & Education Quarterly, 39(3), pp.314~333 (2008)
- Creswell, J. W., "Research design: Qualitative, quantitative and mixed methods approaches" (1998), Sage Publications
- Crozet, C., "Teaching culture as an integrated part of language teaching: An introduction", Australian Review of Applied Linguistics. Supplement Series, 14(1), pp.1~22 (1997)
- DiAngelo, R., "Getting slammed:White depictions of race discussions as arenas of violence", Race Ethnicity and Education, 17(1), pp.103~128 (2014)
- Eken, A. N., "“You’ve got mail”: A film workshop", ELT Journal, 57(1), pp.51~59 (2003)
- Goctu, R., "Using movies in EFL classrooms", European Journal of Language and Literature, 3(2), pp.121~124 (2017)
- Hsieh, H., "Three approaches to qualitative content analysis", Qualitative Health Research, 15(9), pp.1277~1288 (2005)
- Juzwik, M. M., "Inspiring dialogue: Talking to learn in the English classroom" (2013), Teachers College Press
- Khan, A., "Using films in the ESL classroom to improve communication skills of non-native learners", ELT Voices, 5(4), pp.46~52 (2015)
- Kim, Bok-Rae, "The problem of entrance exam-oriented education and its solution plans in Korea", Third Asia Pacific Conference on Advanced Research (2016)
- Kwon, W., "Selecting movies for English language learning & teaching: Criteria, methodology, and a movie guide for ESL learners & teachers" (2014), Tomato’s English
- Lee, Incho, "Situated globalization and racism: An analysis of Korean high school EFL textbooks", Language and Literacy, 11(1), pp.1~14 (2009)
- 이소영, "Utilizing Disney Films in the EFL Classroom: Enhancing Students’ Critical Literacy Skills with Animation", 현대영어교육, 23(1), pp.1~14 (2022), 현대영어교육학회
- Li, X., "A research on using English movies to improve Chinese college students’ oral English", Theory and Practice in Language Studies, 5(5), pp.1096~1100 (2015)
- Lingard, L., "Beyond the default colon: Effective use of quotes in qualitative research", Perspectives on Medical Education, 8(6), pp.360~364 (2019)
- Liu, F., "Intercultural language teaching practice in EFL classroom China-college English instruction based on film “The Proposal”", English Language Teaching, 13(12), pp.83~90 (2020)
- Mallinger, R., "Film as a lens for teaching culture: Balancing concepts, ambiguity, and paradox", Journal of Management Education, 27(5), pp.608~624 (2003)
- Merriam, S. B., "Qualitative research and case study applications in education" (1998), Jossey-Bass
- Pandey, S., "Using popular movies in teaching crosscultural management", European Journal of Training and Development, 36(2), pp.329~350 (2012)
- Pollock, M., "Colormute" (2004), Princeton University Press
- Qiu, J., "The effect of English movies on college English listening teaching", Theory and Practice in Language Studies, 7(11), pp.1011~1024 (2017)
- Sari, S. N., "Students’ perception on the use of English movies to improve vocabulary mastery", Journal of English Language Teaching and Learning, 2(1), pp.16~22 (2021)
- Seferoğlu, G., "Using feature films in language classes", Educational Studies, 34(1), pp.1~9 (2008)
- Self, D. J., "Teaching medical humanities through film discussions", Journal of Medical Humanities, 11(1), pp.23~37 (1990)
- Sheared, V., "The handbook of race and adult education:A resource for dialogue on racism", pp.1~26 (2010), Jossey-Bass
- Skerrett, A., "English teachers’ racial literacy knowledge and practice", Race Ethnicity and Education, 14(3), pp.313~330 (2011)
- Sosa, T., "“That sure is racist”: Classroom race talk as resistance", Education and Urban Society, 52(7), pp.1039~1065 (2020)
- Sue, D. W., "Race talk: The psychology of racial dialogues", American Psychologist, 68(8), pp.663~672 (2013)
- Thomas, E. E., "“We always talk about race”: Navigating race talk dilemmas in the teaching of literature", Research in the Teaching of English, 50(2), pp.154~175 (2015)
- Thompson, A., "Schooling race talk", Educational Researcher, 34(6), pp.22~29 (2005)
- Vass, G., "Hear no race, see no race, speak no race:Teacher silence, indigenous youth, and race talk in the classroom", Social Alternatives, 32(2), pp.19~24 (2013)
- Wang, Z., "An analysis on the use of video materials in college English teaching in China", International Journal of English Language Teaching, 2(1), pp.23~28 (2015)