An ESP Instructional Approach: Setting up a model for Tourism Major

( Huh¸ Seonmin ),( Lee¸ Kang-young ) 현대영미어문학회 2019 현대영미어문학회 추계학술대회 발표논문집 Vol.2019 No.-

This presentation starts from a strong need to understand ESP instructional model that can develop students’ English competence as well as their content knowledge for their future field of career required them to have. While there are much research on ESP education, there is a lack of attention on how actual classroom teaching is conducted and how an ESP instructional model is discrete from general English programs. Some ESP courses introduced special pedagogical techniques, however, many activities or instructional moves do not seem to reflect ESP-specific approach. Therefore, this presentation introduces one class engagement that the presenter actually taught to develop students’ tourism knowledge and English skills that are filed-specific. This presentation will discuss an ESP instructional model that can help both students’ professional content knowledge as well as their purpose-specific English communication skills.

The Role of Teacher-dominant IRE/IRF Sequences on Developing Students' Communicative Competence

( Huh Seonmin ) 현대영미어문학회 2023 현대영미어문학회 추계학술대회 발표논문집 Vol.2023 No.-

NESTs' Pedagogial Approaches in an English Camp: Epistemic Privilege as a Powerful Tool

Seonmin Huh,Youngkyong Jong 팬코리아영어교육학회 2013 영어교육연구 Vol.25 No.3

This study explored pedagogical approaches (e.g. scaffolding strategies) and practices of native English speaking teachers (hereafter, NESTs) in a public English camp in order to ascertain the possibility of utilizing in students’ epistemic priviledges for languages, and contents knowledge when engaging with NESTs. A total of 45 students from different elemtary schools and three NESTs participated in the study. The main methods of collecting data included video-taped class observation by two researchers and field notes taken by the two researchers. From the data analysis, the study found three main categories: 1) NESTs' scaffolding that attempted to develop fluency; 2) lack of pedagogical content knowledge of NESTs; and 3) NESTs' lack of knowledge on holistic curriculum development. Results indicated while the NESTs seemed to have positive impacts in terms of modeling natural, communicative language for students' potential learning, they seemed not to be effective in implementing diverse and meaningful teaching strategies or in developing a good language curriculum that required extensive professional understanding of intertwining linguistic goals with communicative interactions.

Facing Affects in an Elementary Level Critical English Literacy Class: Utilizing Affective Turns in a Critical Literacy Classroom

Seonmin Huh,Young-Mee Suh 팬코리아영어교육학회(구 영남영어교육학회) 2021 영어교육연구 Vol.33 No.4

This study intends to unpack how students’ affects become strong pedagogical resources for critical analysis of target social issues and to open a discussion on possible ways students can encounter their affects productively as critical readers of English texts. Six fifth grade elementary school students met with two researchers for sixteen hours of American history English lessons. While learning about critical social issues in American history, a student’s ways of bringing his affects into the discussion of social justice issues was interesting. The data from a class interaction was analyzed to unpack how affects experienced by the student were enacted and can possibly be used to develop his critical literacy skills as a reader of American history. Particular attention has been drawn to the student’s affective responses as indicated across the data. The student’s affects maneuvered across his contradictory, incomprehensible social spaces, and those of Native Americans and showed strong potentials to lead productively to the student’s increased capacity to feel others’ affective status and to critical questioning of target social issues. This research discusses pedagogical implications of bringing affective domains into critical literacy education and considering affects as productive resources in critical literacy practices.

A Critical Review of Critical Literacy Research in the Context of English Teaching as a Foreign Language

Seonmin Huh 한국영어교과교육학회 2021 영어교과교육 Vol.20 No.4

This paper aims to evaluate Critical Literacy (CL) research both internationally and in Korea. CL research in international and Korean contexts has been published within broader fields of education, including language education. CL has been explored in English Language Teaching (ELT) settings and should be critically reviewed in isolation from other fields. The keyword of CL has been searched in EBSCO host and domestic search engines of DBpia and KISS and CL research in ELT from 2000 to 2021 has been selected for analysis. To summarize the findings, in ELT, most research is done qualitatively and focuses on specific teaching practices and their impacts on students’ learning. Due to the fact that CL research and pedagogies have identified CL’s strong complementary nature with intercultural citizenship education and literacy use as a way to take social action, more efforts need to be made to overcome the limited view of literacy teaching and learning in ELT contexts as proficiency development only. ELT researchers need to re-conceptualize learners’ cultural and linguistic backgrounds as a resource for CL, and to discuss the nature of CL to be captured in a more interdisciplinary research framework. Suggestions for future research and practice are also discussed.

The Potential of Creative Digital Humanities in Teaching Culinary History and Culture

Seonmin Huh,Sue-jeong Shin,Kyungsuk Chang 한국정보기술학회 2017 Proceedings of The International Workshop on Futur Vol.2017 No.5

Korean and Chinese University EFL Learners’ Perceptions of and Attitudes toward Online and Face-to-Face Lectures During COVID-19

Seonmin Huh,Xiaoping Shen,Daliang Wang,Kang-Young Lee 한국영어교육학회 2022 ENGLISH TEACHING(영어교육) Vol.77 No.1

This study reports Chinese and Korean university EFL students’ perceptions of and attitudes toward online and face-to-face English language learning modes during COVID-19. Few previous studies have focused on how students thought of online and face-to-face learning experiences of subjects regarding new concept learning and delivery of new contents. Research gravitating around English courses showed students' mixed perceptions. The survey was conducted for 302 Korean and 337 Chinese university students who took communication-oriented English courses. Descriptive statistics and qualitative data analysis were used for analysis. Results indicated that students preferred face-to-face English learning with some specific indications of achieving a stronger help and quality for communicative competence in language. Online learning also benefited students with a sense of both flexibility and independence. Positive components of face-to-face learning for language education might be considered for online education while incorporation features such as flexibility and independence to enrich language education during COVID-19.

An Instructional Model of Team-Teaching in a University General English Program

Seonmin Huh,Jee Eun Lee 한국외국어교육학회 2015 Foreign languages education Vol.22 No.2

The purpose of this study is to illustrate a general collaborative model of team-teaching in a university general English program. While positive effects of team-teaching and some suggestions for teamteaching practices have been reported previously, there has been less attention paid to an instructional model where native teachers and Korean teachers collaborate with each other for the best classroom experience for students. A qualitative research guided the design. Twenty teachers’ team-teaching classes were observed and video-taped for analysis. The findings showed that the two teachers’ constant negotiations of meanings in any stage of the lessons and in classes with diverse linguistic goals was helpful to the students’ understanding. Also, in the stage of presenting particular language expressions (duringlesson), complimenting each other with native teachers’ intuition and Korean teachers’ analytic skills was suggested as an important instructional move. When activities were introduced, modeling by the two teachers and bridging roles by the Korean teachers were a tremendous contribution and recommended for model collaborations. An instructional model and educational implications have been suggested.

Reading against the Texts: Furthering Reader Response in English as a Second Language (ESL) Literacy Education

Seonmin Huh 팬코리아영어교육학회 2012 영어교육연구 Vol.24 No.3

The purpose of this paper is to demonstrate the ways to complicate functionalistic approach in ESL literacy education and to introduce the concept of reading against the texts (Harper, 2005; Parry, 1993), which can strengthen readers’ abilities to critique and to challenge the dominant cultural beliefs represented in reading texts. Developing critical views on the issues and analyzing the implicit ideological positions taken by the authors can be an important stepping-stone to overcome the limitations of skill-based and functional literacy approach. The author found out that reading against the text facilitated students’ functional literacy skills as well as helped them to find their active positions on the issue that they read about. Being able to critique the author’s perspectives as one ideological construct could be evidence of taking ownerships and of being agent in their reading practices. Through reading against the texts, students learned not to accept what they read as they were. They also understood that every text included particular perspectives that could implicitly privilege the dominant groups or their cultural values. Students made sense of the texts more critically by challenging and resisting those dominant ideological positions in the texts.

Native English Speaking Teachers' (NESTs') Teaching Practices in English Reading Classes for University Students

Seonmin Huh,Jee Eun Lee 한국언어과학회 2014 언어과학 Vol.21 No.2

This paper investigated what types of classroom practices were being used in reading classes with native English speaking teachers. With the issues of NESTs' quality of teaching and lack of experience teaching reading over conversational English, understanding what went on in the actual classroom was urgently needed. Seven NESTs' classrooms were observed for teaching practices and were analyzed for their productivity. Findings covered: 1) meaning-oriented discussion; 2) accuracy over fluency; 3) no comprehension check as failed literacy pedagogical content knowledge; 4) activities without clear linguistic goals. It was found that while NESTs provided rich meaning-oriented discussion, they lacked their monitoring of students' comprehension and did not design class activities with strong linguistic goals. They tended to concentrate on accuracy over fluent reading. Based on these findings, the educational implications for NEST training and model classroom practices were suggested. (Woosong University)