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다문화가정 학생의 사회문화적 배경과 읽기 능력에 대한 사례 연구
서혁 ( Hyuk Suh ),박지윤 ( Ji Yoon Park ) 국어교육학회 2009 국어교육학연구 Vol.36 No.-
This study is an qualitative case study which tried to find out the relations between reading abilities and sociocultural background knowledge regarding students of multicultural family. We had an interview with 8 students from multicultural family and their parents. Most of the parents had difficulties in communicating in Korean, so they had a great limitation to take care of their children`s studying. The students had some difficulties in reading comprehension due to the lack of sociocultural background knowledge, in particular Korean vocabulary, proper words, homonym and idioms. The students generally accomplished to wite a summary in the form of Topic and Comments, but sometimes they had mistakes such as omitting main points or adding unnecessary detail informations. We observed some student`s lack of sociocultural background knowledge during their reading texts, we named it as Humpty-Dumpty Gap in this paper. The gap is an obvious obstacle in reading comprehension. So when teachers try to teach reading for the student, they need a careful intention regarding sociocultural background knowledge.
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서혁(Suh Hyuk) 국어교육학회 2011 국어교육연구 Vol.48 No.-
This study focused on the reconceptualisation of multicultural literacy including skilled literacy, sociocultural literacy and critical literacy. I suggested also several ideas on how to develop the students' multicultural literacy, such as composing 2011 curriculum or some reading lists and programs. Multicultural (literacy) education will be more effective when the class are integrated with both general and multi-cultural students. In particular it is important to develop the literacy of the whole group as well as personal literacy in a society. The multicultural condition of Korea is a little different from other countries such as USA, Australia and France, etc. Korea is relatively a small multi-cultural country compared to the above countries. So Korea needs to get adequate strategies for multicultural literacy education in preparing 2011 curriculum and various reading programs.
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세계화와 국어교육 ; 한국어교육과 국어교육의 관계 설정 -상호 발전과 세계화를 위한 과제-
서혁 ( Hyuk Suh ) 국어교육학회 2007 국어교육학연구 Vol.30 No.-
Korean language education for foreigners (hereafter KLF) has been classified as an independent disciplinary field from 2002 by Ministry of Education and Human Resources Development, from 2004 by Korean Research Foundation. KLF was considered as a sub-field of Korean education or Korean linguistics before 2002. The goal of Korean language education for native speakers (hereafter KLE) are to develop abilities of creative communication, thinking skills and creating culture, while KLF focuses on the fluent communication and cultural understanding. We can see the similar characteristics comparing English National Curriculums, which is for native speakers, to Standards for Foreign Language Learning in USA. Key Stage 3 and 4 of National Curriculum 2007 which was announced by QCA, DCSF(Department of Children, Schools and Families) of England stress 4 key concepts, i.e. Communication, Creativity, Cultural Understanding, Critical Understanding, while the Standard for FLL of USA emphasizes 5Cs, i.e. Communication, Cultures, Connections, Comparisons, Communities. KLE and KFL have both similarities and differences in their characteristics. Researchers have to consider re-conceptualizing multi- cultural education, developing cultural contents and training teachers regarding both KLE and KSL with cooperation.
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서혁 ( Hyuk Suh ) 한국어교육학회(구 한국국어교육연구학회) 2014 국어교육 Vol.0 No.144
The purpose of this study was to analyze advanced research about Assessment Tools of Korean Language Proficiency for multicultural background students and suggest directions. There is a great need to develop a Assessment Tools of Korean Language Proficiency for multicultural background students considering their cognitive levels, learning purposes, residence periods in Korea, cultural background of students etc. For this flexible running, It would be useful to develop a standard form like "record sheet of observation or portfolios of the students` levels. We suggested that it is necessary to subdivide multicultural background students strictly and approach Korean Language Proficiency level and question level easily. Also, It is important to build up the legal system and provide an institutional strategy for Assessment Tools of Korean Language Proficiency for multicultural background students. For this institutional management, There is also a need to operate department of municipal ministry of education or special institution like a tentatively named "Korean Language Assessment Center for Multicultural background Students."
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교과서 속 복합양식 텍스트 읽기 구현 양상 분석 : <언어와 매체> 교과서의 단원 구성 및 학습활동 분석을 중심으로
서혁 ( Suh Hyuk ),이흠 ( Li Xin ),편지윤 ( Pyun Ji-yun ),변은지 ( Byeon Eun-ji ) 한국독서학회 2021 독서연구 Vol.0 No.58
The purpose of this study is to derive implications for multimodal text reading education or media language education by analyzing the organizing system of the unit and learning activity of the five types of < Language and Media > textbooks. To this end, the organizing system of the unit in the textbook was examined, and the aspect in which the achievement standards were reflected in each unit was confirmed. Next, the level of multimodal text reading required by the learning activities was confirmed. Specifically, it was analyzed to what level of reading is required for the learning activity among ‘literal, inferential, critical reading’, and to which level the dimension of meaning construction deals with ‘mode, text, context’. As a result of the analysis, it was confirmed that learning activities were evenly arranged in three levels of reading. However, the meaning construction was not extended to the dimension of ‘context’. Overall, it was confirmed that the current textbook learning activities require various levels of understanding for ‘mode’, but mainly requires reading at the level of literal reading for ‘text’, and it cannot deal with the ‘context’ level.
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