(A) qualitative investigation of critical pedagogy implementation in a Korean university English course

다국어 초록 (Multilingual Abstract)

The present study is a qualitative study which attempts to illustrate a case in which critical pedagogy was implemented in an English as a foreign language (EFL) context through an intermediate English course at a Korean university. Three components of critical pedagogy—negotiated syllabus, dialogue, and action orientation—as suggested by Crookes (2013), was applied to the course. The learners selected topics for critical dialogue, watched a movie, read newspaper and weekly journal articles all selected by themselves and participated in classroom dialogue. The students, furthermore, made an effort to provide solutions or action plans for the issues that arose from the topics or from the classroom discussions. The data analyzed in the present study includes students’ surveys, interviews with students, students’ presentation materials, audio recordings of classroom discussions, students’ essays, and the instructor/researcher’s field notes. Utilizing these data, the study identifies how critical pedagogy was prepared, processed and manifested according to Crookes’s three components. Results show that the students were able to proactively participate in syllabus negotiation, engage in renegotiation, participate in class critical dialogue by employing a variety of critical thinking skills, and present the possibilities of bringing about changes in their thoughts and actions. Contrary to the pervasive belief that Korean students are passive in the classroom, the students in the current study actively voiced their opinions, made attempts to participate in class dialogue, and accepted and reported transformations in their thoughts and behaviors. The study suggests that by implementing the three components—negotiated syllabus, dialogue, and action orientation—critical pedagogy in the EFL classroom can be promoted to enhance the learning of English. Lastly, some challenges in adopting classroom critical dialogue in EFL contexts and action orientation are discussed and possible implications are provided.

국문 초록 (Abstract)

본 연구는 한국의 대학교 영어 수업에 비판적 교수법(Critical Pedagogy)을 적용한 사례에 관한 양적 연구이다. Crookes (2013)에 제시된 비판적 교수법의 요소들 중에서 세가지, 강의 계획서 협상 (negotiated syllabus), 토론 (dialogue), 활동 지향성 (action orientation)을 선택하여 수업을 운영에 적용하였다.
이 과정에서 학습자들은 주도적으로 토론 주제를 선택하고, 영화를 보거나 주제와 관련된 신문이나 잡지 기사를 찾아 읽고 수업 중에 발표와 토론을 하였으며, 선택된 주제에 관해 해결점을 제시하거나 해결을 위한 활동 계획을 제시하기 위하여 노력했다. 본 연구를 위해 연구자이자 교수자는 학생들의 설문, 인터뷰, 발표 자료, 토론 녹음, 작문, 연구 노트를 수집하였으며, 이러한 자료의 분석을 통하여 비판적 교수법을 적용한 영어 수업을 어떻게 준비되었고, 어떻게 운영되었으며, 학생들의 반응은 어떠하였는지를 Crookes가 제시한 세가지 요소별로 분석하여 제시하였다.
연구 결과에 따르면 학생들은 강의 계획서 협상 (negotiated syllabus) 과정에 적극적으로 임하였을 뿐만 아니라 자발적으로 재협상(renegotiation)을 시도하였고, 다양한 비판적 사고의 결과물을 제시하며 토론 수업(dialogue)에 임하였다. 또한 활동 지향성 (action orientation)면에 있어서는 학생들의 생각과 행동패턴의 변화에 대한 가능성을 보여주었다. 학습자들은 자신의 의견을 서슴지 않고 말하고, 토론에 참여하고자 노력하였으며, 자신들의 생각과 행동의 변화를 관찰하고 보고하는 데 주저함이 없었다. 이러한 결과는 한국 학생들이 수업시간에 비자발적이고 수동적이라는 막연한 믿음에 반하는 것이다.
결론적으로, 본연구는 영어를 외국어로서 학습하는 한국의 대학교 영어 수업에 비판적 교수법을 적용하여, 영어 실력의 향상과 더불어 학습자 중심의 환경속에서 비판적 사고 능력까지 향상시키는 교육 방법을 제안한다.

목차 (Table of Contents)

• I. Introduction 1
• II. Literature Review 5
• 2.1 Principles of Critical Pedagogy 5
• 2.2 Critical Pedagogy in Language Education 7
• 2.3 Application of Critical pedagogy in Language Education 10
• 2.3.1 Negotiated syllabus 13
• 2.3.2 Dialogue 18
• 2.3.3 Action orientation 29
• III. Research Purposes 37
• IV. Method 40
• 4.1 Class Information 40
• 4.2 Participants 41
• 4.3 Course Material 45
• 4.4 Course Procedure 45
• 4.5 Data Collection 49
• 4.5.1 Students surveys 49
• 4.5.2 Students unstructured interview 51
• 4.5.3 Students presentation materials 51
• 4.5.4 Audio recordings of classroom critical dialogue 52
• 4.5.5 Students essays 52
• 4.5.6 Instructor/Researchers field notes 53
• 4.6 Data Analysis 54
• V. Findings 59
• 5.1 Negotiated Syllabus 61
• 5.1.1 Planning for negotiated syllabus 61
• 5.1.2 Implementation and observation of negotiated syllabus 63
• 5.1.3 Student responses to negotiated syllabus 70
• 5.2 Dialogue 73
• 5.2.1 Planning for dialogue 74
• 5.2.2 Implementation and observation of dialogue 76
• 5.2.2.1 Identifies and focuses the issue, problem, question 78
• 5.2.2.2 Identifies and considers the influence of context and assumptions, including biases 80
• 5.2.2.3 Presents, assesses, and analyzes appropriate supporting data, evidence or sources 83
• 5.2.2.4 Integrates diverse relevant perspectives 86
• 5.2.2.5 Develops, presents, and communicates own perspective, hypothesis or position 88
• 5.2.2.6 Identifies and assesses conclusions and consequences 92
• 5.2.3 Student responses to dialogue 94
• 5.3 Action Orientation 101
• 5.3.1 Planning for action orientation 101
• 5.3.2 Implementation and observation of action orientation 102
• 5.3.3 Student responses to action orientation 113
• V. Discussion 114
• 6.1 Negotiated Syllabus 114
• 6.2 Dialogue 117
• 6.3 Action Orientation 119
• VI. Conclusion 121
• References 125
• Appendices 141
• Appendix A 141
• Appendix B 142
• Appendix C 143
• Appendix D 144
• Appendix E 145
• Appendix F 147
• Appendix G 149
• Appendix H 150
• Appendix I 154
• Appendix J 162
• 국문 초록 163