지난 여정의 지도에서 내일을 보다:한국영미문학교육학회 30년, 드라마 교육 분야 성과와 전망

박정만 한국영미문학교육학회 2022 영미문학교육 Vol.26 No.2

The Korean Society for Teaching English Literature (KSTEL), founded in August 1992, celebrates its 30th anniversary this year in 2022. At this point, it will be meaningful to look back and reflect on the past journey of KSTEL and to anticipate and prepare for the future. For this purpose, ‘archiving’ academic achievements of KSTEL so far is a course that must be taken in preparation for the future, and will be a necessary step at this moment of time when the past and the present meet and, at the same time, the present encounters the future. This paper aims to survey the ‘English drama education’ articles published in The Journal of Teaching English Literature of KSTEL from the first issue in 1996 to the 2021 winter issue, and to track changes and trends in pedagogy as well as research methodology and themes during the period. In addition, while commemorating the 30th anniversary of KSTEL, it also intends to serve the purpose of ‘archiving’ the scholarly research and achievements in English drama education papers published in The Journal of Teaching English Literature, as a work of looking back on the past journey of KSTEL and subsequently creating a map for future travel.

영미시 교육과 영미시 활용 - 정의적, 인문학적, 영어교육적 관점을 통합한 영미시 교육 방법론

어도선(Do Seon Eur) 한국영미문학교육학회 2007 영미문학교육 Vol.11 No.1

  This paper aims at offering a range of practical ideas for incorporating the study of English poetry as a literary text and its use as a language resource into English poetry courses in Korea. Given that Humanistic Approach contributes in a significant way to enhancing EFL learners" learning in language and humanities, this paper attempts to integrate the affective sides of language learning into both English language learning and the pleasure of reading English poems. Explaining theories regarding benefits of using English poems, this paper shows how English poetry activities, when well organized and used, can promote both language and self in ways in which learners are encouraged to approach language learning with self-esteem and motivation highly elevated enough to work with their critical and creative powers freely. In presenting a wide variety of motivating activities ranged from the pre-reading and while-reading to the post-reading section that focus on both linguistic and humanistic approaches, this paper suggests a major paradigmatic shift in the field of English poetry studies in Korea. The shift, this paper argues, will usher in a mutually beneficial relationship between the study of English poetry as an end in itself and the use of English poetry as a rich language resource, which can be the most practical and at-hand way to cope with crisis in Humanities in Korea.

문학과 문학교육의 의미 : 영미권의 문학교육 연구와 외국어로서의 영어교육(EFL)

이동환(Dong-hwan Lee) 한국영미문학교육학회 2012 영미문학교육 Vol.16 No.1

This article aims to draw pedagogical implications of English literature education under the EFL context by critically inquiring research trends on literature education in Anglophone academia. For the past sixty years, these trends narrow down to three salient viewpoints. First, a liberal education after World War II had focused on patriotism, logical thinking, and appreciations of something emotional in the textual grain. Second, the Civil Rights Movement and the subsequent Political Correctness have opened the way for reading against the textual grain. Third, literature education as a means of providing authentic language inputs for immigrants and adolescents has been stood out for the past twenty years. Since 2000, discussions about literature education has begun to leap over the limit of belles-lettres by comprising it under the larger boundary of literacy education in EFL context. In this vein, literacy does not strictly divide the text between literature and language education and the narrow boundary of text genres loses its validity. The learners can raise a sense of spontaneity so that they can creatively break apart many diverse means of communication from words to visual images and construct them on the basis of their own criteria. Thus, the meaning of literature can be defined as a relational web of diverse communicative means from which the learner can construct his or her own interpretations of the text.

이창래의 『원어민』을 활용한 주체행위성 교육

공명수(Myung Su Kong) 한국영미문학교육학회 2010 영미문학교육 Vol.14 No.2

This paper aims at analyzing Henry Park's subjective agency crossing transnationalism on an educational view in Chang-rae Lee's Native Speaker. Which describes how Henry as Korean American reacts to the notion of his ethnicity, being encountered in nation-state and tradition in transnational era. Henry undergoes the deep handicap of English pronunciation symbolizing a crisis of the invisible non-beings as an outsider within the dominant white society. However, he overcomes his invisible Otherness through the subjective agency, solving English barriers. In his attempt to create his creative subjectivity, Henry decides to help multi-ethnic children with English difficulties. Embracing all the native and the non-native speakers, he comes to understand a sense of ‘us,’ and becomes a subjective being which represents a productive vision as a diasporic citizenship in transnationalism. Also, this study focuses on Henry's realization of a subjective human-being who begins with the creative non-teleological notion between self and society, based on content-based instruction, community language learning, and whole language approach. Teachers can use reading method and simulation game to understand Henry's subjective agency.

13-1호 필자 정보 및 게재논문 심사 경과 외

편집부 한국영미문학교육학회 2009 영미문학교육 Vol.13 No.1

영미 아동청소년 문학 작품을 활용한 교육대학원 영문학 수업 사례

김영미(Youngmee Kim) 한국영미문학교육학회 2016 영미문학교육 Vol.20 No.1

This study aims to describe an English literature course offered for students of English language education major in a graduate school of education, and to evaluate the course by feedbacks from the students. The students of this course are both English learners and pre-service English teachers. The dual status encouraged the instructor to set two course objectives; to read English literature text for fun as a learner, and to find educational implications by self reflection on reading process and by awareness of various issues on reading education as a teacher. According to the objectives, this course was organized like this; first, reading English young adult literature for fun and group discussion using personal experience and responses on the text, and second, lectures on brief background of English young adult literature, cognitive reading process, extensive reading, and reading education, etc. At the end of the semester, the students were asked to evaluate this course by a course feedback form made by the instructor. Their feedbacks were given on (1) reading for fun and the effect (2) reading experience of English young adult literature, (3) group discussion based on reader response, (4) contents of lecture. Overall students gave positive reponses on (1), (2), and (4) while they had mixed opinions about discussion techniques and other details on (3). In conclusion, the main objective of the course, ‘read for fun’ by connecting text and reader’s personal experience, is considered to be achieved, but more ideas and researches on detailed procedures will be needed for the improvement of the course in the future.

영미소설 교육과 타자와의 입장 바꾸기

나윤숙(Younsook Na) 한국영미문학교육학회 2007 영미문학교육 Vol.11 No.1

  It is good that in the area of English literature, such terms as sex, race, and class have been discussed enough to challenge traditional humanists, and as a result, socio-politically speaking, minor groups have come to reclaim their lost voice to some extent. However, it does not necessarily mean that we have to discard the premise: Human beings can share universal human nature.<BR>  Through a case study of teaching four novels--Dubliners, To the Lighthouse, The Assistant, and The Joy Luck Club--this paper shows how the revised humanistic teaching philosophy affects the content of the course, and ultimately helps students have a balanced perspective in a postmodern world.<BR>  Reading English novels, Korean students can have a great opportunity to experience--regardless of sex, race, and class--how humans can share universal human nature as well as how humans vary according to their background. Furthermore, when teachers provide students with a learning environment, which is reciprocal and communicative, the students will learn how to live together with and for "others" with a responsibility for the community as a whole. This should be the fundamental goal for teaching English fiction to Korean students.

영미문학교육과 "비판적 페다고지"-21세기 비판적 어문교육을 위한 시론(試論)

정정호(Chung Ho Chung) 한국영미문학교육학회 2004 영미문학교육 Vol.8 No.2

This essay is an attempt to incorporate "critical pedagogy" into English literary education and propose a critical English language and literature education in the university English classroom for the 21st century. I explore the recent attention to English literature in the field of language and literature education. French post-structuralist philosopher Gilles Deleuze-an empiricist and plurist-values the Anglo-American tradition for its experimental qualities, multiplicitous hybridity, and most importantly, transformation into becoming. He contends that the Anglo- American literature is superior to any Western literature because of its traits, among others, of rhizome, nomadity, body without organs, deterritorization. In tandem, these characteristics are closely related to reflection, interference, transgression, resistance and critique. Deleuzian fascination of the Anglo-American literature prompts us to apply" critical pedagogy" in teaching English literature. Accordingly, we should consider incorporating the superiority of the Anglo-American literature into all levels of English literary education. Paulo Freire, a prominent Brazilian philosopher of popular education, initiated "critical pedagogy" which strongly argues that every student is capable of looking critically at advanced capitalist and technological society in a dialogical encounter with others. "Critical pedagogy" empowers students as critical citizens who can perceive and consequently deal with their personal and social reality and the world. As university teachers of Anglo- American literature. we should inculcate this critical consciousness in students' mind in and out of the classroom. The English professors in Korea are, on a fundamental level. all the teachers of English as a foreign language(EFL). In addition to teaching English grammar and structure, translation and interpretation, we EFL teachers should italicize how English language is used to structure expectation, participation and exclusion in our society and world outside. By equipping our students with social advocacy and critical thinking, the EFL pedagogy in the English literature classroom will better prepare them for a social world of the 21st century. As critical intellectuals, we should create a cultural politics of English literary education through critical pedagogy, critical language education, and critical EFL pedagogy.

『헝거 게임』 읽기와 민주시민교육 : 고등학교 <영미문학 읽기> 수업을 위한 제언

이정화(Jung-Hwa Lee) 한국영미문학교육학회 2020 영미문학교육 Vol.24 No.1

This study means to offer some suggestions for reading Suzanne Collins’s The Hunger Games for democratic citizenship education in “Reading British and American Literature,” an elective course in High School. Responding to the increased emphasis on education for democratic citizenship as a cross-curricular learning theme, this paper posits that The Hunger Games provides ample opportunities for exploring the key concepts and values of citizenship education such as autocracy, democracy, power, fairness, care, co-operation, gender, and media literacy. Katniss Everdeen, the protagonist and narrator of The Hunger Games, chooses care, co-operation, and coalition where competition is the rule. Narrated from her 1st person point-of-view, the novel invites readers/students to share her confusion and uncertainty as she feels powerless while recognizing the injustice and the violence done to her and other tributes. The paper suggests that readers/students can appreciate the reward and the difficulty of becoming a citizen capable of care, co-operation, and critical thinking by actively evaluating her choices at different stages of the Hunger Games. After examining the ways in which The Hunger Games subverts stereotypical gender roles, I suggest that students should be guided to keep a critical distance from the voyeuristic audience of the Hunger Games who cheers for a “romantic” and “desirable” woman.

내용-언어 통합 교수학습 (CLIL) 모델 기반 영미문학 교육

어도선(Do Seon Eur) 한국영미문학교육학회 2009 영미문학교육 Vol.13 No.2

This article introduces an account of literacy research on the use of English literature in L1/EFL contexts and offers new agendas for EFL literature teaching and learning in Korea, which aims to stimulate further research and pedagogical innovation in the field of English literature teaching in Korea. That English literature can and should be placed in the center of English language teaching was a result of the recent studies in culture-bound language learning, authentic texts and contexts, sociocultural perspectives in language learning, reader-response theory in ELT, affect in language learning, sociocultural view of literacy and literariness, discourse theory, interactional uses of language, communicative approach, learning styles and memory, pragmatics, etc. This article, then , attempts an integration of literary (critical) approaches and linguistic studies, literature and language, and content understanding and language skills, working on an application of CLIL/SIOP to the teaching and learnig of English literature in EFL contexts. EFL Literature teachers, this article argues, should see the need for research on EFL literature teaching in Korea if they search for its own social and academic stance and identity with special reference to "Crisis in the Humanities' in Korea society. With a practical agenda in EFL literature teaching in Korea, this article aims to contribute to the continuous efforts to integrate what Halls calls "literature, language, educators and students."