Disturbing the Still Water: Korean English Language Students’ Visual Journeys for Global Awareness
In the score-driven South Korean secondary-school English language teaching (ELT) contexts, the multicultural picturebook written in English is not appreciated as a visual art form that can promote global awareness, visual literacy and enhanced visual thinking skills. The current study aimed to exam...
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| Format: | Article |
| Language: | English |
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CLELEjournal
2019-05-01
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| Series: | CLELEjournal |
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| Online Access: | http://clelejournal.org/article-1-disturbing-still-water/ |
| Summary: | In the score-driven South Korean secondary-school English language teaching (ELT) contexts, the multicultural picturebook written in English is not appreciated as a visual art form that can promote global awareness, visual literacy and enhanced visual thinking skills. The current study aimed to examine whether book club discussions based on visual analysis can help Korean secondary-school language students decode messages embedded in picturebook images. The study focused on marginalized immigrant youths, as depicted, for example, in Allen Say’s Tea with Milk (2009). In the study, South Korean secondary-school book club members participated in communal visual thinking, and moved between the visual details and the entire visual text. In so doing, they reflected on their lives and other ways of being, employing empathy and perspective taking. The investigation aimed to discover whether secondary-school students can develop aspects of global awareness while learning the global language, English. |
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| ISSN: | 2195-5212 2195-5212 |