학술논문
Dialogic Pedagogy: Teaching English Literature in Korean Classrooms
이용수 96
- 영문명
- 발행기관
- 한국영미문학교육학회
- 저자명
- 장경순(Kyong-Soon Chang)
- 간행물 정보
- 『영미문학교육』영미문학교육 제24집 2호, 207~227쪽, 전체 21쪽
- 주제분류
- 어문학 > 영어와문학
- 파일형태
- 발행일자
- 2020.09.30
5,320원
구매일시로부터 72시간 이내에 다운로드 가능합니다.
이 학술논문 정보는 (주)교보문고와 각 발행기관 사이에 저작물 이용 계약이 체결된 것으로, 교보문고를 통해 제공되고 있습니다.
국문 초록
영문 초록
Most of my students taking English literature courses have tended to be inactive and to have an anxiety about presenting their own views on literary texts. Many students preferred just listening to a lecture passively in their safe zone without being disturbed. I, however, am skeptical about passive learning because students have a better chance of realizing their potential when they participate in class actively. I think dialogic teaching can be a pedagogical alternative to a traditional lecture which allows students to be passive and uninvolved in class activities. Dialogue is not a one-sided but a two/multi-sided communication. And individuals grow through dialogic communications. Therefore, dialogic teaching which welcomes dialogues and communications does not look for only one monologic, authoritative and right answer/truth in classrooms. Dialogic teaching gives students voices and makes them creative as well.
This paper deals with the possibility of dialogic teaching in English literature classes for Korean students. Firstly, the cultural backgrounds which make dialogic teaching difficult in Korean classrooms are discussed. In particular, Confucian virtues which can be obstacles to dialogic teaching are examined. Secondly, I explore the dynamics of dialogism which can be applied to teaching English literature, dealing with Paulo Freire’s pedagogy. Thirdly, I go over one of my English literature classes in which Eudora Welty’s “A Worn Path” has been discussed. And finally, I examine what the four-step routine is and how it works for dialogic teaching. Dialogic teaching makes students’ potential realized and their voices heard. Students learn how to communicate with each other, acknowledging the self-other relationship in a dialogic classroom. With supporting students’ growth, teachers are transformed as well.
목차
키워드
해당간행물 수록 논문
- Pre-service Teachers’ Engagement in Multiliteracies in an EFL Literature Classroom: Focusing on River Boy
- “antics, beasts, sprites, witches, Ethiops”: Early Modern Racecraft in The Masque of Blackness (1605)
- Why We Should Teach Women’s Life Writing in English Class
- ‘아방 가드닝’: 영미문학으로 살펴보는 정원의 생태정치학
- 셔만 알렉시의 『열 꼬마 인디언』과 『독설』에 나타난 미래 인디언 표상
- David Henry Hwang’s Post-Racial Aesthetics in Late Capitalism: A Transversal Butterfly with Prosthetic Agency in M. Butterfly
- 공감과 문학교육
- 4차 산업혁명 시대에 평생교육의 역할
- Dialogic Pedagogy: Teaching English Literature in Korean Classrooms
- 반영웅의 전성시대: 현대 미국 텔레비전 드라마의 반윤리적 주인공에 대한 시차적 검토
참고문헌
관련논문
어문학 > 영어와문학분야 BEST
더보기어문학 > 영어와문학분야 NEW
- 현대 비극의 ‘사라지는 하마르티아’와 ‘투쟁의 운명’
- Transitions of (The) Flower Drum Song: From Chin Yang Lee to David Henry Hwang
- 영어 부정극어 발화유형 비교
최근 이용한 논문
교보eBook 첫 방문을 환영 합니다!
신규가입 혜택 지급이 완료 되었습니다.
바로 사용 가능한 교보e캐시 1,000원 (유효기간 7일)
지금 바로 교보eBook의 다양한 콘텐츠를 이용해 보세요!