Acknowledgements IntroductionI FOREIGN LANGUAGE EDUCATIONPurposes 1 Foreign language education in context 2 Purposes for foreign language education Possibilities 3 Is language learning possible at school? 4 The intercultural speaker - acting interculturally or being bicultural 5 Intercultural competence and foreign language learning in the primary school 6 Analysis and advocacy: researching the cultural dimensions of foreign language education Perspectives 7 Nationalism and Internationalism in Language Education 8 Language learning in Europe 9 Foreign language teaching as political action II INTERCULTURAL CITIZENSHIP EDUCATIOn 10 Language Education, Political Education and Intercultural Citizenship 11 Education for Intercultural Citizenship 12 Policies for intercultural citizenship education 13 Curricula for intercultural citizenship education 14 Assessment and/or evaluation of intercultural competence and intercultural citizenshipConclusionReferencesAppendix

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From foreign language education to education for intercultural citizenship : essays and reflections

The third space

Linguistic Anthropology: Linguistic diversity

This review of work on the cultural dimension of language teaching updates one from 1986 and shows that there has been a considerable growth in interest since then. The focus has been largely on the elaboration of conceptual models and theories and the development of teaching and training approaches; much less effort has been devoted to empirical research investigating the impact of such developments and building up a body of knowledge.

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Culture and language learning: teaching, research and scholarship

Exposing Prejudice: Puerto Rican Experiences of Language, Race, and Class.Bonnie Urduoli. Boulder, CO: Westview Press, 1996. xiv, 222 pp.

Exposing Prejudice: Puerto Rican Experiences of Language, Race, and Class.

This study investigates how second-generation Korean-American students form and transform their senses of ethnicity through their participation in Korean language classes. I did a one-year ethnographic study of the Korean language classes (basic and intermediate levels) at the University of Illinois, Urbana-Champaign, which were largely populated by second- and 1.5-generation Korean Americans. From these Korean-American college students, who have 'successfully' negotiated through the American educational system, I learned that becoming an English speaker does not necessarily mean the loss of ethnic identity, and that learning Korean (a 'heritage' language) does not necessarily lead to homogeneous ethnic identity formation. Although the classroom is certainly a place in which language knowledge is imparted, much classroom activity utilises words and grammatical points as semantic mediators of culture, history, and even politics; in short, the stakes are high. My ethnography focuses on the micro-practices o...

/pdf/heritage-language-learning-and-ethnic-identity-korean-4pdqar46eb.pdf

'Heritage' Language Learning and Ethnic Identity: Korean Americans' Struggle with Language Authorities

목적 본 연구는 대학생의 학습역량 및 자기효능감과 학습몰입 간의 구조적 관계를 규명하는데 목적이 있다. 방법 이를 위해 A대학교 491명을 대상으로 SPSS 20.0과 AMOS 18.0을 이용하여 분석하였다. 결과 주요 연구결과는 다음과 같다. 첫째, 학습몰입(인지, 감성, 행동)을 중심으로 살펴보면, 학습역량(정보구성 능력, 자원활용 및 자아인식, 자기개선 및 사회성)과 자기효능감(자신감, 자기조절, 과제난이도선호)과는 정적 상관관계가 나타났다. 둘째, 학습역량이 학습몰입의 인지에 영향을 주는 과정에서 자기효능감이 부분 매개하는 것으로 해석할 수 있다. 학습역량이 학습몰입의 행동에 영향을 주는 과정에서 자기효능감이 부분 매개하는 것으로 해석할 수 있다. 반면, 학습역량이 자기효능감과 학습몰입의 감성에 미치는 영향은 통계적으로 유의미한 것으로 나타났으나 매개변인인 자기효능감이 학습몰입의 감성에 미치는 영향은 통계적으로 유의미한 것으로 나타나지 않았다. 결론 이러한 결과는 대학생의 학습역량과 자기효능감은 학습몰입에 중요한 요인임이 밝혀진 것이다. 따라서 대학생의 학습몰입을 높이기 위해 대학생 학습역량 강화와 자기효능감 증진에 대한 방안 모색이 필요함을 시사하는 것이다. 

Structural Relationship between Learning Competence, Self-efficacy and Learning Flow of University Students

본 연구는 플립러닝 수업참여도가 지속적인 참여의도에 미치는 영향에서 학습자 중심 플립러닝 수준과 자기효능감의 매개효과를 검증하는데 목적이 있다. 이를 위해 A대학교 플립러닝 강좌 수강생 429명을 대상으로 SPSS 18.0과 AMOS 22.0을 이용하여 구조방정식으로 분석하였다. 연구결과를 제시하면, 첫째, 지속적인 참여의도는 플립러닝 수업참여도, 학습자 중심 플립러닝 수준 및 자기효능감과 정적 상관관계가 나타났다. 둘째, 플립러닝 수업참여도가 지속적인 참여의도에 미치는 영향에서 자기효능감이 완전매개하는 것으로 나타났다. 또한, 플립러닝 수업참여도는 학습자 중심 플립러닝 수준에 긍정적으로 작용하여 자기효능감에 영향을 줌으로써 지속적인 참여를 향상시키므로 자기효능감이 이중매개 하는 중요한 요인임을 확인할 수 있었다. 이러한 연구결과는 플립러닝 강좌를 통해 학습효과를 극대화 하기 위해서는 무엇보다 학습자의 자기효능감을 향상시킬 수 있는 방안모색이 필요함을 시사하는 것이다. 

Effect of Participation in Flipped Learning Class on Continuous Intention to Participate: Focusing on the Mediating Effect of Learner-centered Flipped Learning Level and Self-efficacy

Objectives The purpose of this study is to verify the mediating effect of peer attachment and teacher relationship in the process of children's self-esteem affecting cyber delinquency cultural consciousness. Methods Using the data from the 11th Korean Children's Panel (2018), 707 people who responded to all research variables were analyzed using SPSS 20.0 and AMOS 23.0. Results The main results are as follows. First, focusing on cyber delinquency problem consciousness, it showed the statistically-significant positive correlation with the intimacy of teacher relationship, while there was no statistically-significant correlation with self-esteem, peer attachment communication, trust, and teacher relationship conflict(reverse). Second, the measurement model was suitable, and convergent validity was confirmed. In the structural relationship, it was found that it had a complete mediating effect in the path of ‘self-esteem → peer attachment → teacher relationship → cyber delinquency problem consciousness’. Conclusions These findings are significant in that they reaffirm the importance of relationship formation and find ways to establish awareness of cyber delinquency problem consciousness. 


The Effect of Children's Self-esteem on Cyber Delinquency Problem Consciousness: Focusing on the Mediating Effect of Peer Attachment and Teacher Relationship

The purpose of this study was to explore educational support experiences of mothers raising low grade elementary school children during the COVID-19 pandemic situation. More specifically, this study took a closer look at the mothers􍾨 difficulties while they were supporting their children􍾨s school adjustment, their own coping strategies and expectations from related educational fields. For this, 7 mothers having first or second grade children participated in the in-depth interviews and transcribed interview data were analyzed based on a phenomenological method. The results were categorized with three themes. First of all, when COVID-19 pandemic broke out, mothers experienced difficulties including support for online class participation, lack of child care support system, adjustment of unstable school attendance, friend relationships and stress from unsafe daily routines. Next, under the continuing COVID-19 situation, coping strategies for the mothers􍾨 educational supports were adjusting the changing school attendance patterns, improved online class participation, and quitting jobs for care-giving their children, More realistic coping method adopted by the mothers was emphasizing rules and practices of disease prevention. Finally, mothers have expectations for teachers more communication with each family and role of helper developing each child􍾨s voluntary study habits. They also have expectations for school open even during the pandemic period maintaining class size small and for the government and related public sectors preparing systemic schooling and after school cares which can operate well even during the risky pandemic situation. Based on such results, this study discussed several implications in the educational fields. 

Hye-Young Jo

Papers

'Heritage' Language Learning and Ethnic Identity: Korean Americans' Struggle with Language Authorities

Structural Relationship between Learning Competence, Self-efficacy and Learning Flow of University Students

Effect of Participation in Flipped Learning Class on Continuous Intention to Participate: Focusing on the Mediating Effect of Learner-centered Flipped Learning Level and Self-efficacy

The Effect of Children's Self-esteem on Cyber Delinquency Problem Consciousness: Focusing on the Mediating Effect of Peer Attachment and Teacher Relationship

Educational Support Experiences of Mothers with Elementary School Low Graders During the Continuing COVID-19 Pandemic Situation