다문화 아동문학 텍스트 기반 반응저널 쓰기를 통한 초등영어와 문화의 통합교육 (A study of integrating culture into elementary English through response journal writing based on children’s multicultural literature)

서지정보

· 발행기관 : 한국초등영어교육학회
· 수록지 정보 : 초등영어교육 / 16권 / 2호 / 81 ~ 110페이지
· 저자명 : 김혜리, 김은하

초록

The purpose of this study is to investigate the possibility of integrating culture into elementary English instruction through response journal writing based on multicultural literature. To accomplish the objectives, the following research questions were posed: 1) What are the aspects of children’s responses to multi-culture through response journal writings based on multicultural literature? 2) How do children recognize written language when they exchange response journals with their teacher on a regular basis? For this qualitative study, response journals, teacher’s field notes, questionnaires and interviews were used as tools for data collection and analysis to present two major results. First, participants in this study responded to multicultural literature positively by motivating themselves to explore multi-culture, by increasing interest in world culture, developing a logical and critical view of the world, and overcoming cultural prejudices. Second, students changed their concept of written language by recognizing it as a means of interacting with the teacher, and developing writing strategies based on their language abilities and experiences. Based on the results of this study, suggestions for future studies are provided.

영어초록

The purpose of this study is to investigate the possibility of integrating culture into elementary English instruction through response journal writing based on multicultural literature. To accomplish the objectives, the following research questions were posed: 1) What are the aspects of children’s responses to multi-culture through response journal writings based on multicultural literature? 2) How do children recognize written language when they exchange response journals with their teacher on a regular basis? For this qualitative study, response journals, teacher’s field notes, questionnaires and interviews were used as tools for data collection and analysis to present two major results. First, participants in this study responded to multicultural literature positively by motivating themselves to explore multi-culture, by increasing interest in world culture, developing a logical and critical view of the world, and overcoming cultural prejudices. Second, students changed their concept of written language by recognizing it as a means of interacting with the teacher, and developing writing strategies based on their language abilities and experiences. Based on the results of this study, suggestions for future studies are provided.

참고자료

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