Enacting a Global Englishes and Critical Pedagogy Integrated Curriculum in Korean High School English as a Foreign Language Classrooms

IF 3 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Tesol Quarterly Pub Date : 2024-05-10 DOI:10.1002/tesq.3332

Hye-Yeon Jung, Graham V. Crookes

{"title":"Enacting a Global Englishes and Critical Pedagogy Integrated Curriculum in Korean High School English as a Foreign Language Classrooms","authors":"Hye-Yeon Jung, Graham V. Crookes","doi":"10.1002/tesq.3332","DOIUrl":null,"url":null,"abstract":"This study examines the enactment of Global Englishes (GE) curriculum in public high school English as a foreign language classrooms in South Korea. Data collection involved pre‐ and post‐course surveys (N = 217, nine classrooms), students' written responses, and their oral presentations. The findings highlight the necessity of adopting a critical perspective as the initial step to incorporate GE in these classrooms. They also recommend integrating GE curriculum within the existing assessment framework. After curriculum enactment based on critical pedagogy and GE took place over the course of a year, the results from the post‐course survey indicated positive changes in students' receptiveness to GE, their perceptions of Outer Circle varieties, and their confidence in engaging in intercultural communication. Students' written responses also demonstrated an enhanced critical awareness of GE‐related issues. However, there was no significant change in their perceptions regarding the exclusion of GE in listening tests, their low preference for Expanding Circle varieties, and their limited multicultural communication skills. The pedagogical implications of this study are relevant not only for GE educators but also for those who enact locally driven curriculum innovations within test‐oriented contexts.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.0000,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Tesol Quarterly","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1002/tesq.3332","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

This study examines the enactment of Global Englishes (GE) curriculum in public high school English as a foreign language classrooms in South Korea. Data collection involved pre‐ and post‐course surveys (N = 217, nine classrooms), students' written responses, and their oral presentations. The findings highlight the necessity of adopting a critical perspective as the initial step to incorporate GE in these classrooms. They also recommend integrating GE curriculum within the existing assessment framework. After curriculum enactment based on critical pedagogy and GE took place over the course of a year, the results from the post‐course survey indicated positive changes in students' receptiveness to GE, their perceptions of Outer Circle varieties, and their confidence in engaging in intercultural communication. Students' written responses also demonstrated an enhanced critical awareness of GE‐related issues. However, there was no significant change in their perceptions regarding the exclusion of GE in listening tests, their low preference for Expanding Circle varieties, and their limited multicultural communication skills. The pedagogical implications of this study are relevant not only for GE educators but also for those who enact locally driven curriculum innovations within test‐oriented contexts.

查看原文本刊更多论文

在韩国高中英语作为外语的课堂上实施全球语言和批判性教学法综合课程

本研究探讨了全球英语（GE）课程在韩国公立高中英语课堂中的实施情况。数据收集包括课前和课后调查（N = 217，9 个教室）、学生的书面回答和口头陈述。研究结果表明，在这些课堂中纳入通用教育的第一步是采用批判性视角。他们还建议将通用教育课程纳入现有的评估框架。在基于批判教学法和通用英语的课程实施一年后，课后调查的结果表明，学生对通用英语的接受程度、对外部圈子多样性的看法以及参与跨文化交际的信心都发生了积极的变化。学生的书面回答也表明，他们对与全球通用教育有关的问题的批判意识有所增强。然而，他们对听力测试中排除通用语的看法、他们对拓展圈语种的低偏好以及他们有限的多元文化交际技能并没有明显的改变。本研究的教学意义不仅适用于通用技术教育工作者，也适用于那些在以考试为导向的背景下实施本地驱动的课程创新的教育工作者。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Tesol Quarterly Multiple-

CiteScore

6.40

自引率

6.20%

发文量

期刊介绍： TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of signiﬁcance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -ﬁrst and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.