Korean Teachers' Perceptions of Embedding Pop Culture into Classrooms

Autor/inn/en	Jung, Young A.; Choi, Sungshim; Shin, Hye Young; Steeley, Sherry; Haley, Marjorie Hall
Titel	Korean Teachers' Perceptions of Embedding Pop Culture into Classrooms
Quelle	In: NECTFL Review, (2022) 88, S.37-53 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2164-5965
Schlagwörter	Teaching Methods; Popular Culture; Second Language Learning; Second Language Instruction; Language Teachers; Teacher Attitudes; Cultural Awareness; Self Esteem; Instructional Design; Student Centered Learning; Faculty Development; Summer Programs; Student Projects; Korean; Technology Integration; Teacher Workshops; Camps; Heritage Education; Microteaching; Korean Americans; Middle School Teachers; Elementary School Teachers; High School Teachers; Community Colleges; Higher Education + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Popkultur; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerverhalten; Cultural identity; Kulturelle Identität; Self-esteem; Selbstaufmerksamkeit; Lesson concept; Lessonplan; Unterrichtsentwurf; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Sommerkurs; Schulprojekt; Koreanisch; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; High school; High schools; Oberschule; Community college; Community College; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	This study examines the perceptions of Korean language teachers on the classroom practice of embedding contemporary Korean pop culture into classrooms for effective world language instruction. While integrating culture in language classrooms has been practiced for decades, Korean teachers in this study expressed a lack of confidence in designing activities with a wide array of samples of Korean culture in their instruction. In this article, we explore how 14 pre-and in-service Korean teachers who attended a 2019 professional development summer program engaged in a learner-centered classroom that utilized various forms of Korean culture, such as K-pop, as an instructional tool. Data were gathered during this teacher training program using online surveys, small group interviews, daily reflections, online discussion, and final projects based on a mixed-methods research design. The results of the study highlight the importance of thoughtful use of Korean culture and the appropriate use of technology to support and enhance culture-integrated language instruction. Finally, implications for future research and practice with world language teachers and teacher educators are discussed. (As Provided).
Anmerkungen	Northeast Conference on the Teaching of Foreign Languages. 2400 Main Street, Buffalo, NY 14214. e-mail: info@nectfl.org; Web site: https://www.nectfl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01