KOTESOL International Conference 2016
(Concurrent Session)
So Jung Kim, The University of Texas at El Paso
Clara Lee, The University of Tennessee
Critical Literacy Practices as Alternatives to Traditional Literacy Instruction in South Korea
Abstract
With heightened emphasis on critical literacy pedagogies, attention to critical literacy for young children (CLYC) has rapidly increased. Yet, there is a paucity of studies examining CYLC in preschool settings, particularly in Korean contexts. Utilizing a qualitative case study design, the current study examined how early critical literacy can be implemented as a medium to help Korean preschool children critique texts and develop critical perspectives. Data collections included audio/video recordings, observational field notes, interviews, and children's artifacts. Initial findings showed that the children deconstructed stories by challenging the author's voice and questioning the status-quo. They critically interpreted stories from multiple perspectives. These findings suggest the potential of early critical literacy practices in Korean contexts. It also underscores the need for CLYC from an early age.
Biographicals
So Jung Kim is an Assistant Professor of Literacy/Early Childhood Education in the Department of Teacher Education at the University of Texas at El Paso. She earned her doctoral degree at the University of Illinois at Urbana-Champaign (UIUC). She maintains active interest in the areas of multicultural literature, teaching for social justice, literacy instruction for young diverse learners, biliteracy development, and new literacies. As a formal teacher in both Korea and the US, she taught English/Korean reading and writing at various institutions. Her papers have been published in several journals including Perspectives on Global Development and Technology, and Dragon Lode, one of the most prominent journals in the field of children's literature. She has also been active in expanding her scholarly works at numerous national and international conferences including AERA, IRA, NRC, and NTCE.
Clara Lee is an Associate Professor in ESL Education. She teaches ESL Methods, Assessment and Evaluation, Multilingualism and Multiculturalism, ESL practicum, Trends and Issues in Education, and Accommodating CLD students in the mainstream. Her research interests include enhancing ELLs' academic language proficiency through content area learning and equity issues in large-scale statewide testing programs.
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