Parents’ Efforts and Beliefs to Maintain English after ESL Study in an English-speaking Country

허선민,서영미 미래영어영문학회 2014 영어영문학 Vol.19 No.3

본 연구의 목적은 5세에서 11세 사이의 자녀를 둔 한국의 여섯 가정이 영어권 국가에서 1년에서 3년 체류 후 귀국해서 어떤 식으로 자녀들의 체득된 영어를 유지시키고자 했는지 가족들의 노력과 학습권장 방법 사례를 고찰하는 것이다. 영어 습득이나 학습의 과정에 대한 연구는 풍부한 반면, 습득된 영어의 유지에 대한 연구는 한국 실정에서 부족하다. 인터뷰 자료 분석 결과, 여섯 가정의 부모들은 자녀들의 영어 학습 동기 측면에서 학습적 동기뿐만이 아니라 문화나 흥미를 자극하는 통합적 동기를 추구하였다. 또한 영어 유지 측면에서 자녀들이 높은 수준의 엘리트 영어를 학습하기를 추구하고 있음을 알 수 있었다. 본 연구의 흥미로운 점은 부모들은 자녀들이 학원과 방과 후 공부를 통해 테스트 대비 영어 학습에 노력을 기울일 뿐만 아니라, 자녀들의 영어 사용에 대한 내적 동기를 유지시키고자 한 점이다. 그러나 흥미 있는 생활 영어 사용의 환경 제공이라는 면에서 공간적 교육적 통로를 다양하게 제시해야 하는 면에 있어서 부모로써 이중의 부담을 경험하고 있었다. 본 연구의 교육적인 시사점이 이중 언어 유지 관점에서 제시되었다.

비건 소비 유형 세분화를 통한 가치소비 활성화

허선민,강민희,박민지,신민수 한국소비자학회 2022 한국소비자학회 학술대회 Vol.2022 No.5

Presentation in English for integrative communicative competence in an EFL university reading clas

허선민 팬코리아영어교육학회 2020 영어교육연구 Vol.32 No.2

This study aims to investigate the ways presentation in English impacts students’ expansion of reading comprehension in a university reading class and to illustrate how students’ presentations lead to students’ developing integrative communicative competence in a university reading class. While integrating reading and speaking have been encouraged in previous research, EFL English curriculum tend not to bring presentation in English into reading courses. Rather presentation courses are taught separately or it is often included in conversation-oriented classes. The researcher taught 45 university students a reading course as a part of students’ liberal arts requirement and they were asked to present in English about what they have read in this class. From 45 university students taking an EFL reading course at a university, 25 students’ presentation scripts were collected and analyzed to see how presentation in English facilitated students’ integrative communicative competence. Revisiting reading texts for presentation strengthened students’ reading comprehension. Reading provided source materials on issues for presentations and students made connections between the reading and their major or other local knowledge as a way to expand their own use of English. These are interpreted as the evidence of integrative communication competence when reading and presentation in English are combined. Educational implications have been suggested. (205 words)

Becoming Critical Readers of Graphic Novels: Bringing Graphic Novels Into Korean Elementary Literacy Lessons

허선민,서영미 한국영어교육학회 2015 ENGLISH TEACHING(영어교육) Vol.70 No.1

The purpose of this study is to show how Korean English learners develop a critical lens to analyze graphic novels without much reflection. English as a second language studies have showed the effectiveness of using graphic novels. However, not much research has addressed teaching a critical approach to English reading at the elementary levels in English as a foreign language setting. This study describes how nine elementary school students were engaged in critical literacy practices when they read graphic novels. Their interactions during a 14-week literacy engagement with the researchers were transcribed and analyzed. Students were able to challenge the dominant ideology of the texts, sharing examples that did not fit with the beliefs presented and that represent missing perspectives. These were common reading practices that they engaged in as a means of confronting the dominant cultural representations. Some interactions demonstrated that students suggested alternative worldviews to interpret the texts, so that more democratic and broader considerations of multiple perspectives were represented. This critical literacy activity related to their empathetic connections to cultural minorities.

ESP 교수학습모형에 대한 연구: 프로젝트 기반 수업을 중심으로

허선민,권선희 한국영미어문학회 2017 영미어문학 Vol.- No.127

The purpose of this study is to investigate an ‘English for Specific Purposes’ (ESP) teaching learning model in a Tourism English course, in order to identify its characteristics in comparison to general English courses, and to unpack teachers’ and students’ roles in this ESP class. While a growing body of research on ESP has been conducted, not much has been discussed about what types of teaching and learning experiences are unique to ESP educational contexts. Twenty college students attending Tourism English participated in the study and the researchers collected the data of class interactions, students’ writing, and class notes. The results showed that there are four discrete components of concept vocabulary learning, genre instruction, spontaneous communication tasks and integrated project. The project component helped students integrate and implement their knowledge in authentic settings; and this ESP course required taking diverse teacher’s and student’s roles for each component of the curriculum. Finally, educational implications have been discussed.

Cultural Portrayal in Middle-school English Textbooks: Insights for Critical Multiculturalism

허선민 한국영어어문교육학회 2013 영어어문교육 Vol.19 No.4

The purpose of this study is to investigate how different cultures were portrayed in 33 middle school English textbooks in Korea, and to understand the efforts to facilitate students’ multicultural competency. Through a critical qualitative research design, the ways cultures are described were analyzed as a way to envision more balanced ways to develop critical multiculturalism, that move beyond mere celebration of cultural events, practices, and artifacts. More dialogic discourse about cultural misunderstanding demonstrated a possibility for critical multiculturalism, an invitation to challenge the dominant power dynamics across cultures. While Eurocentric perspectives were toned down, the cultures of African or other Third World countries were stereotyped in such a way that did not engage students into a discourse of multiculturalism. This study suggests that we should include the discourse of problematizing that helps students accept diverse ways of being, rather than just maintaining a dominant interpretive framework of culture. This paper concludes by suggesting the possibility of envisioning a critical multiculturalism in Korean middle school English textbooks.

Ethical Reasoning as a Standard for Literacy Education: Narrowing the Gaps in Criticality

허선민 한국초등영어교육학회 2012 초등영어교육 Vol.18 No.2

This paper reports a study exploring how English literacy education encouraged students to take a multicultural outlook and to make ethical decisions in their language use for social justice. The study researched the researcher’s own classroom with three 6th graders from economically and academically successful family backgrounds. Poverty was intentionally chosen as a theme in order to track the process of engaging in ethical reasoning and critical literacy practices (Lewison et al., 2002), because the students were less sensitive about making stereotypical remarks on poverty as a problem of lazy, unmotivated individuals. Challenging the dominant beliefs about poverty, students were able to show empathy for others through intercultural codes of ethics (Paul & Elder, 2003; 2009), a strong indicator of ethical reasoning. Ethical reasoning will be an important pedagogical tool to enable students to become more open to cultural diversity and to social justice for all.

Critical Affective Pedagogy as a Tool for Holistic Critical Literacy Practices

허선민,서영미 한국언어과학회 2020 언어과학 Vol.27 No.4

The purpose of this qualitative case study is to investigate how critical affective literacy pedagogy can facilitate students’ affects to become pedagogical resources for critical analysis of target social issues and lead them to be holistic critical readers of English texts. Two researchers recruited six fifth grade elementary school students, designed and taught them sixteen hours of American history English lessons. Data has been collected from videotaped class discussion and student artifacts. Data analysis focused on students’ affective responses about the topics. Data analysis revealed that teaching pedagogy that had students imagine the affects of Native Americans and the slaves in American history activated students’ critical affective literacy skills as they affectively connected to them and critically questioned the target social issues. This research suggests pedagogical implications for integrating critical literacy with affectivity and methods to make use of critical affective pedagogy for holistic development of criticality.

Pedagogical Strategies to Facilitate Academic English Writers in Korean University Writing Classes

허선민,정영경 새한영어영문학회 2016 새한영어영문학 Vol.58 No.3

This study explores native English speaking teachers (hereafter NESTs)’s pedagogical strategies in L2 writing in a Korean university context. Nine NESTs who teach intermediate sophomore writing classes participated. Their writing classes were observed for two consecutive semesters and were videotaped. The study identified four main strategies employed: error correction for sentence-level accuracy, explicit knowledge transmission, thinking aloud strategy with demonstration, and free writing. The most popular pedagogical strategies were providing oral feedback on students’ accurate grammar at the sentence-level, and explicitly articulating what students should consider when organizing paragraphs and writing a thesis statement. Further, NESTs used the structural approach even when there are other available pedagogical strategies. Lastly, the study revealed that the think-aloud technique and free writing technique contributed students to work on fluent writing skill.

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

허선민 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.