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An Exploration for Glocalizing Critical Pedagogy in the Korean Middle

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An Exploration for Glocalizing Critical Pedagogy in the Korean Middle An Exploration for Glocalizing Critical Pedagogy in the Korean Middle School Context: Toward Critical Co-teaching Praxis between Local and Native-English-Speaking Teachers By Hyera Byean A Master’s Paper Submitted in Partial Fulfillment of The Requirements for the Degree of Master of Arts in TESOL Major Advisor’s Signature Date University of Wisconsin-River Falls 2011 Byean i Table of Contents: General Introduction ................................................................................................................... 1 Critical Pedagogy: General Education ................................................................................. 10 Introduction .......................................................................................................................... 10 1. Historical Background of CP ............................................................................................ 13 2. Definition and Overview of CP ........................................................................................ 14 3. Pedagogical Approach in CP ............................................................................................ 17 4. Critical Multiculturalism in CP ........................................................................................ 21 5. Critical Classroom Discourse Analysis ............................................................................ 24 6. Critiques of CP ................................................................................................................. 28 Discussion & Suggestions ...................................................................................................... 31 Critical Pedagogy: English Language Teaching ................................................................. 37 1. Theoretical Framework .................................................................................................... 37 1.1. Implication of English as a Lingua Franca .............................................................. 37 1.2. Native-English-Speaking Teachers vs. Non-native-English-Speaking Teachers .... 46 2. Pedagogical Framework ................................................................................................... 54 2.1. Basic Pedagogical Principles ...................................................................................... 54 2.1.1. Participatory Engagement ................................................................................... 55 Byean ii 2.1.2. Particularity ........................................................................................................ 57 2.1.3. Practicality .......................................................................................................... 58 2.1.4. Possibility ........................................................................................................... 61 2.2. The Praxis of Wallerstein & Auerbach .................................................................... 62 3. Empirical Framework ....................................................................................................... 71 3.1. Teacher Education Programs ...................................................................................... 71 3.1.1. CP’s Approach in Teacher Education .............................................................. 71 3.1.2. Case Studies of CP-Based Teacher Education Programs ................................... 74 3.2. Classroom Practices.................................................................................................... 80 3.2.1. ESL ................................................................................................................... 80 3.2.2. EFL ..................................................................................................................... 85 Discussion & Suggestions ...................................................................................................... 92 Critical Pedagogy in Korea ................................................................................................. 101 1. The Status of English in Korea ...................................................................................... 101 2. The Stream of English Education Policies ..................................................................... 107 3. Incorporation of CLT into CP ........................................................................................ 111 4. Pedagogical Feasibility of CP in Co-teaching ................................................................ 117 4.1. Advantages of Co-teaching .................................................................................... 117 4.2. Co-teaching Multiple Linguistic Skills .................................................................... 119 Byean iii 4.2.1. The Effects of Metacognitive Written Feedback ............................................ 122 4.2.2. The Dynamic Written Corrective Feedback (WCF) ......................................... 127 4.2.3. Adapting the Dynamic WCF to Co-teaching within CP ................................ 131 4.2.4. Co-Assessment within CP: Focusing on Dynamic Assessment (DA) ............. 141 Practical Application of CP: Lesson Plans ........................................................................ 148 Introduction ........................................................................................................................ 148 1. Class Description ............................................................................................................ 152 2. Two Teaching Models based on CP ............................................................................... 155 2.1. Solo-teaching by a Local English Teacher ............................................................. 155 2.2. Co-teaching between Local & Native-English-Speaking Teachers ......................... 156 2.2.1. Syllabus Design ................................................................................................ 157 2.2.2. Co-teaching Models .......................................................................................... 161 3. Lesson Plans ................................................................................................................... 166 3.1. Solo-teaching Lesson Plans .................................................................................... 166 3.2. Co-teaching Lesson Plans ......................................................................................... 178 Appendices ................................................................................................................................ 188 Works Cited ................................................................................................................................ 208 Byean 1 An Exploration for Glocalizing Critical Pedagogy in the Korean Middle School Context: Toward Critical Co-teaching Praxis between Local and Native-English-Speaking Teachers Pedagogy always represents a commitment to the future, and it remains the task of educators to make sure that the future points the way to a more socially just world, a world in which the discourse of critique and possibility in conjunction with the values of reason, freedom, and equality function to alter, as part of a broader democratic project, the grounds upon which life is lived. (Giroux, “Introduction” 2) General Introduction Korea is one of a few monolingual countries in the world. By virtue of a very high degree of congruity derived from the monolingual speech community, the Korean society officially acknowledges Korean as the only national language. Of course, a variety of Korean dialects exist in different regions, but they do not significantly hamper Korean people from communicating and interacting with each other. The low demand for learning another language for domestic communicative purposes may be one reason why Korean students cannot speak English well despite studying it for ten years at school. Nevertheless, English has played an exclusive gatekeeping role in Korea over time. It goes without saying that a good command of English is equivalent to obtaining a huge cultural capital or absolute power which can determine the success of schooling and the Korean society. Such a social phenomenon tends to serve as a catalyst for most Koreans to become fanatical about learning English and even to make a fetish of it, infected or doomed by so-called an English fever; consequently, Koreans have asked the Byean 2 Korean public school system to take heavy responsibility for students’ poor English competence despite the ten years of English education. Having paid no or substantially low credence to the public school system, a great number of Korean parents have sent their children to extra- curricular English institutes after school or even to English-speaking countries during vacation. Such an English obsession has subsequently conceived of the tragic dilemma of the English divide among students in association with parents’ socioeconomic status. The issue of the lethargic English education has been vehemently targeted each time a new government takes office. In the process of revamping English education policies, accordingly, two aspects have always been pointed out as essential: 1) teaching English through the medium of English only (TEE); 2) shifting a curriculum to Communicative Language Teaching (CLT). With a focus on communicative competence, the government has adopted the Notional-Functional Syllabus
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