http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
Applied Linguistics and Culture: Social Contexts of Identity and Agency
Pederson, Rod 한국영어교육학회 2005 ENGLISH TEACHING(영어교육) Vol.60 No.1
The recent epistemological controversy surrounding Firth and Wagner’s (1997) call for a greater inclusion of the socio-cultural aspects of language into the corpus of Applied Linguistic Theory has served to focus theoretical attention on the relationship between language and culture. However, Linguistic and Social theorists such as Fairclough (1989), Pennycook (2001), Foucault (1984), and Bourdieu (1991) posit the interrelationship of language, culture, and power through post-structural theories of discourse. This paper extends the epistemological debate by interrogating how issues of power may affect the motivations for second language learning, second language identity formation, and second language literacy and social agency. In doing so, the author contends that the current theories and pedagogies may not only be insufficient to student needs, but may also have deleterious aspects.
Critical Pedagogy as an Approach to Multimodal Video Projects in Korean English Education Classrooms
Pederson. Rod 영상영어교육학회 2018 영상영어교육 (STEM journal) Vol.19 No.2
This paper reports on a qualitative study investigating the utility of multimodal approaches to pedagogy at a Department of English Education at a Korean University in a Multimedia English Education course. The course was a workshop course where students formed groups to construct multimodal video representations and digital storytelling videos using student chosen topics on important Korean and international social issues. Applying critical pedagogy (CP) as an approach to instructor-student interactions (Kincheloe, 2004), the researcher regularly joined student group discussions to participate in each group’s practice of inquiry into their topics and the construction of their multimodal video representations. Field notes were recorded including observations of student working behavior and group discussions in order to determine the types of subjects students favored, how multimodal video projects affected student language learning, how these projects affected student engagement, and how they affected students’ development of critical thinking skills. Results of the study found that the CP approach applied reduced student language fear and cultural knowledge, facilitated student engagement, and the development of critical thinking skills. The results of this study suggest the utility of using CP approaches to multimodal pedagogy in secondary and tertiary English Education classrooms.
Temperature Fluctuations Over the Past 2000 Years in Western Mongolia
Pederson, Neil,Jacoby, Gordon C.,D′Arrigo, Rosanne.,Frank, David,Buckley, Brendan,Nachin, Baatarbileg,Chultem, Dugarjav,Renchin, Mijiddorj Korea Association For Quaternary Research 2003 제사기학회지 Vol.17 No.2
Much of northern Asia is lacking in high-resolution palaeoclimatic data coverage. This vast region thus represents a sizeable gap in data sets used to reconstruct hemispheric-scale temperature trends for the past millennium. To improve coverage, we present a regional-scale composite of four tree-ring width records of Siberian pine and Siberian larch from temperature-sensitive alpine timber-line sites in Mongolia. The chronologies load closely in principal components analysis (PCA) with the first eigenvector accounting for over 53% of the variance from ad 1450 to 1998. The 20-year interval from 1974 to 1993 is the highest such growth period in this composite record, and 17 of the 20 highest growth years have occurred since 1946. Thus these trees, unlike those recently described at some northern sites, do not appear to have lost their temperature sensitivity, and suggest that recent decades have been some of the warmest in the past 500 years for this region. There are, however, comparable periods of inferred, local warmth for individual sites, e.g., in 1520-1580 and 1760-1790. The percent common variance between chronologies has increased through time and is highest (66.1%) in the present century. Although there are obvious differences among the individual chronologies, this result suggests a coherent signal which we consider to be related to temperature. The PCA scores show trends which strongly resemble those seen in recent temperature reconstructions for the Northern Hemisphere, very few of which included representation from Eurasia east of the Ural Mountains. The Mongolia series therefore provides independent corroboration for these reconstructions and their indications of unusual wanning during the twentieth century.
Critical Literacy and Semiotic Juxtaposition: The Possibilities of Multimodal Pedagogy in Korea
피더슨(Pederson, Rod),Myers, Jamie 영상영어교육학회 2021 영상영어교육 (STEM journal) Vol.22 No.2
The various explanations and definitions of critical literacy share key characteristics with Peirce’s semiotic theory regarding the ideological nature of texts, readers, and interpretive practices. This article locates critical literacy in the semiotic juxtaposition of signs, and uses Pierce’s (Freadman, 2004) classification of signs as icons, indexes, or symbols, as a semiotic framework to analyze two multimodal literacy events as critical practice. Teachers and researchers can use this semiotic framework to identify, qualify, and design multimodal texts and interpretive events that contribute to critical literacy practices. Through an analysis of critical literacy, semiotic theory, and multimodal project examples from two American middle school classrooms, this paper seeks to illustrate how such pedagogies may enhance the teaching practices of language teachers, including Korean EFL teachers, in ways that will increase students’ critical thinking skills and better understand how they are being ideologically positioned by representational meanings in all forms of textuality. In addition, it will be shown how such pedagogies may enhance students’ social agency as well as benefit their society. The purpose of this paper is not only to discuss these issues, but also to illustrate why the theories and pedagogies discussed should be included in Korean English teacher education.
Rod Pederson 한국영어교육학회 2019 ENGLISH TEACHING(영어교육) Vol.74 No.4
Many Korean scholars have praised progressive initiatives in the current Korean National Curriculum (KNC) and Korean National English Curriculum (KNEC), although they also state that the actual teaching practices have changed little. With each new iteration of the KNC it is apparent that the Korean Ministry of Education (MOE) is encouraging a pedagogical agenda that reflects the necessities of situated learning and ‘student-centered’ approaches to teaching and learning. The MOE’s inclusion of ‘micro-teaching’ in tertiary teacher training program reviews also illustrates its increasingly active measures to affect educational change in Korea. Concomitant with the recent MOE initiatives, there has been a growing interest in practices of critical literacy/pedagogy in English education over the past 15 years in Korea. The purpose of critical literacy is to educate students to be knowledgeable, creative, and active participants in a democracy for the purposes of increasing social justice and agency. Thus, it becomes possible, and desirable, to undertake a theoretical analysis of the language and intent between the KNC/ KNEC and theories of critical literacy. This paper analyzes the language ant intent of the KNC and KNEC to determine the extent to which they reflect the theories and pedagogies of critical literacy. Results of this analysis indicate that that critical literacy supports the goals of the curricula and suggest that it should be included in tertiary teacher education programs.