Reading outside the Box: Exploring Critical Literacy with Korean Preschool Children

Autor/inn/en	Kim, So Jung; Cho, Hyesun
Titel	Reading outside the Box: Exploring Critical Literacy with Korean Preschool Children
Quelle	In: Language and Education, 31 (2017) 2, S.110-129 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2016.1263314
Schlagwörter	Critical Literacy; Preschool Children; Preschool Teachers; Literacy Education; Korean; Childrens Literature; Foreign Countries; Teacher Student Relationship; Teaching Methods; Problem Solving; Video Technology; Audio Equipment; Qualitative Research; Case Studies; Interviews; South Korea + Suchen Sie Ihr Suchwort? Kritisches Lesen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Koreanisch; 'Children''s literature'; Kinderliteratur; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Audio-CD; Qualitative Forschung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Korea; Republik
Abstract	Despite the increasing attention paid to the importance of critical literacy in North American early childhood classrooms, critical literacy has been rarely discussed in East Asian classrooms, particularly in South Korea. The present study delineates ways in which a Korean preschool teacher interacts with her young learners during literacy activities to foster multiple perspectives on children's literature and challenge dominant ideologies inherent in text. Using qualitative data from participant observations, video and audio recordings, teacher interviews, and children's artifacts, the study provides the detailed examples of how young Korean children negotiated and constructed their voices through critical literacy activities. The teacher used problem-posing and multimodal approaches as ways to open up critical literacy spaces to facilitate the children's critical engagement with books. This study suggests examining how young children interpret text from varied perspectives has great potential for researchers and educators alike as teachers can better support young children in their development of questioning, challenging, and evaluating the meanings and purposes of texts from an early age. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01