몸짓언어 학습활동을 통한 다문화 교육: 초등학교 3학년 학생들을 대상으로 (A study on multicultural education through classroom activities for learning body language: a case study on classroom activities for third grade elementary students)

서지정보

· 발행기관 : 성결대학교 다문화평화연구소
· 수록지 정보 : 다문화와 평화 / 4권 / 1호 / 41 ~ 77페이지
· 저자명 : 최권진, 김선옥

초록

An international communication competence such as commanding a foreign language plays an important role in conversing with foreigners or in understanding other cultures mutually. Non－verbal symbolic systems for communication like etiquettes, behaviors, manners, attitudes are important means for understanding the intentions of the interlocutors. As much as a language is of importance in communication, non－verbal communication devices are important because they help to interpret the message conveyed by a language.
Body language is a form of non－verbal communication,consisting of body poses, gestures, and eye movements. This research examines the six functions of body language: repetition,substitution, supplementation, emphasis, control and contradiction.
The paper then studies some characteristics of body language and maintains that it shows racial(national) traits, phases of the times,and age, profession, sex, religion and so forth. Multicultural education is an teaching strategy to realize the democratic values by solving social discrimination triggered by cultural differences and it is a series of teaching process to respect and understand cultural diversity. The multicultural education has developed through the historical phases of nativism, assimilation, meltingpot and multiculturalism.
After looking into the theoretical backgrounds on multicultural education and body language, the paper designs a teaching plan for multicultural understanding by way of activities of exploring body languages. It then analyzes the results after implementing the plan in a third grade classroom of 33 students of a Seoul elementary school. The objective of the plan is to increase the students’ interests in other countries and help them to have an active attitude toward multicultural behaviors.
The classroom activities are focused body languages for expressing greetings, oaths and feelings. The class goes on with activities for prompting motivation and for understanding and mastering various body languages. It ends with a simple quiz and with writing thoughts on the classroom activities. The results show that the students have got to know that they can communicate with foreigners via body language and the cultures in the world are various and different. The classroom experiments reveal that further multicultural teaching on various multicultural subjects, for example, traditional music, traditional dance, etc., is required in order to promote multicultural understanding.

영어초록

An international communication competence such as commanding a foreign language plays an important role in conversing with foreigners or in understanding other cultures mutually. Non－verbal symbolic systems for communication like etiquettes, behaviors, manners, attitudes are important means for understanding the intentions of the interlocutors. As much as a language is of importance in communication, non－verbal communication devices are important because they help to interpret the message conveyed by a language.
Body language is a form of non－verbal communication,consisting of body poses, gestures, and eye movements. This research examines the six functions of body language: repetition,substitution, supplementation, emphasis, control and contradiction.
The paper then studies some characteristics of body language and maintains that it shows racial(national) traits, phases of the times,and age, profession, sex, religion and so forth. Multicultural education is an teaching strategy to realize the democratic values by solving social discrimination triggered by cultural differences and it is a series of teaching process to respect and understand cultural diversity. The multicultural education has developed through the historical phases of nativism, assimilation, meltingpot and multiculturalism.
After looking into the theoretical backgrounds on multicultural education and body language, the paper designs a teaching plan for multicultural understanding by way of activities of exploring body languages. It then analyzes the results after implementing the plan in a third grade classroom of 33 students of a Seoul elementary school. The objective of the plan is to increase the students’ interests in other countries and help them to have an active attitude toward multicultural behaviors.
The classroom activities are focused body languages for expressing greetings, oaths and feelings. The class goes on with activities for prompting motivation and for understanding and mastering various body languages. It ends with a simple quiz and with writing thoughts on the classroom activities. The results show that the students have got to know that they can communicate with foreigners via body language and the cultures in the world are various and different. The classroom experiments reveal that further multicultural teaching on various multicultural subjects, for example, traditional music, traditional dance, etc., is required in order to promote multicultural understanding.

참고자료

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