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- 저자 : Jamie Myers (검색결과 3 건)
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Constructing English Language Learners as Intercultural Speakers through Digital Technologies
Jamie Myers 영상영어교육학회 2007 영상영어교육 (STEM journal) Vol.8 No.1
This article introduces various theories that support a goal for English language learning as the production of critical intercultural speakers through digital multimedia activities in the English as Foreign Language Classroom. The existing research and theory draws from the scholarly fields of Applied Linguistics, Socio-cultural Philosophy and Language, Anthropology, and Language and Literacy Education. These theories highlight a close connection between the definitions of critical literacy in first language education and the definitions of intercultural speakers in English as a second language education. Additional theories about new literacies and technology in addition to research studies with students in grades 7-12 and university undergraduates and graduate students illustrate how the goal of critical intercultural speakers can be achieved through multimedia digital technologies. Specific instructional projects with English language learners described include the multimedia activities of website authoring, podcast audio recording, and online asynchronous discussion. Three common characteristics of language learner activity across these multimedia instructional events are 1) the use digital tools to represent cultural identities and practices, 2) the reflection on identities, relationships, and values especially as they are constructed and positioned through media communications, and 3) the development of critical thinking and critical voices to enable students to speak global Englishes within authentic communicative contexts.
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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.
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