University of Alberta Creating Balance in L2 Reading Classrooms: Case Studies of Three Elementary English Teachers in Korea by Young-A Lee \VJ/ A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Elementary Education Edmonton, Alberta Spring 2008 Library and Bibliotheque et 1*1 Archives Canada Archives Canada Published Heritage Direction du Branch Patrimoine de I'edition 395 Wellington Street 395, rue Wellington Ottawa ON K1A0N4 Ottawa ON K1A0N4 Canada Canada Your file Votre reference ISBN: 978-0-494-45552-4 Our file Notre reference ISBN: 978-0-494-45552-4 NOTICE: AVIS: The author has granted a non­ L'auteur a accorde une licence non exclusive exclusive license allowing Library permettant a la Bibliotheque et Archives and Archives Canada to reproduce, Canada de reproduire, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par telecommunication ou par Plntemet, prefer, telecommunication or on the Internet, distribuer et vendre des theses partout dans loan, distribute and sell theses le monde, a des fins commerciales ou autres, worldwide, for commercial or non­ sur support microforme, papier, electronique commercial purposes, in microform, et/ou autres formats. paper, electronic and/or any other formats. The author retains copyright L'auteur conserve la propriete du droit d'auteur ownership and moral rights in et des droits moraux qui protege cette these. this thesis. Neither the thesis Ni la these ni des extraits substantiels de nor substantial extracts from it celle-ci ne doivent etre imprimes ou autrement may be printed or otherwise reproduits sans son autorisation. reproduced without the author's permission. In compliance with the Canadian Conformement a la loi canadienne Privacy Act some supporting sur la protection de la vie privee, forms may have been removed quelques formulaires secondaires from this thesis. ont ete enleves de cette these. While these forms may be included Bien que ces formulaires in the document page count, aient inclus dans la pagination, their removal does not represent il n'y aura aucun contenu manquant. any loss of content from the thesis. Canada ABSTRACT The present study was motivated by growing dissatisfaction with the traditional structural view of reading instruction reflected in the current national elementary English curriculum in Korea. Drawing upon the research on balanced reading instruction and teacher knowledge, the study intended to gain insights into effective L2 reading instruction from teachers' knowledge and experiences. The purpose of the study was to explore teachers' knowledge and practices in English as a foreign language reading classrooms in Korea and to identify the professional experiences they judge to have shaped their practice. I conducted multiple case studies of three elementary English teachers who have been active in professional development. Data collection primarily comprised classroom observations and interviews for a period of six months in 2006. The findings suggest that the notion of balanced reading instruction should be broadened to include some issues unique about L2 reading. They include how to integrate the four language skills; provide phonics instruction addressing the differences between English and Korean; and make the most of students' first language. Implementing balanced L2 reading instruction also involves questions about how to create balance in the following areas as students go through different stages of reading development: planned teaching of phonics versus use of teachable moments; various types of texts; grouping of students; learners' cognitive and language needs; and practice versus meaningful use of language. My research suggests that the essence of balanced L2 reading instruction lies in its continuously emergent nature as teachers try to adapt instruction to the needs of students through a cycle of observation, practice, and reflection. It does not refer to a particular program for teachers to follow. The findings also shed light on how teachers can be better prepared for creating balanced reading instruction. Despite their extensive professional development, the teacher participants had varying needs to improve their practice, including knowledge of phonology, high-interest storybooks for young L2 learners, and instructional strategies for phonics instruction. Teacher education programs should be varied to accommodate these needs. There should also be support for teachers' communities where they could share their practical knowledge about reading instruction developed from experience. To my father who nurtured me emotionally and intellectually, but who is no longer with me. ACKNOWLEDGEMENT I acknowledge the invaluable help of a number of people in the accomplishment of this work. First, I am indebted to the three teachers who participated in this study. They welcomed me into their classrooms and spent many hours of their own time answering my questions and sharing their insights. Without their ongoing interest and cooperation, the study would not have been possible. I acknowledge their participation with the greatest respect. My sincere thanks go to my co-supervisors, Dr. Linda Phillips and Dr. Joe Wu. Words are not enough to express my gratitude for all that Linda has done for me. Her enthusiasm, focus, and patience have never wavered. Her constructive feedback and encouragement helped me to stay focused and moving forward. Joe mentored and supported me from beginning to end. His insightful questioning motivated and extended my learning. I am truly grateful for their guidance and mentorship. I would also like to thank the other members of my supervisory and examining committee, Drs. William Dunn, Jill McClay, and Leila Ranta, for their support of my work. All of your expertise, insights, and encouragement were very much appreciated. It was an honor to have Dr. Lee Gunderson, a professor in Language and Literacy Education at the University of British Columbia, as the external examiner. I thank him for his thoughtful review of my work and for the opportunity to engage in a provocative discussion about L2 reading instruction. My thanks also go to all faculty members of the Department of Elementary Education for numerous learning opportunities that allowed me to explore a variety of theoretical perspectives about reading and educational research. I thank Joyce Purdy, my dear friend, who took every step with me during this doctoral journey. Finally, I am grateful to the family who forgave my absence from home and from many family occasions while conducting this work. I am especially grateful to my husband, Simon, who is my greatest supporter and encourager. TABLE OF CONTENTS CHAPTER ONE: INTRODUCTION 1 Research Purpose and Questions 3 Significance of the Study 3 Conceptual Framework 5 View of Teaching and Teachers 5 Teacher Knowledge 5 Effective L2 Reading Instruction: A Balanced Approach 6 CHAPTER TWO: REVIEW OF THE LITERATURE 8 English Education in Korea 8 Historical Overview of Elementary English 8 Characteristics of Elementary School English Curriculum 9 English Reading Instruction 9 L2 Reading Instruction 11 Lessons from LI Reading Research 11 How Do Different Approaches to LI Reading Work for L2 Learners? 21 Teacher Knowledge 26 Different Views of Teaching 27 Teacher Knowledge as Practical Knowledge 29 Pedagogical Content Knowledge 30 Issues in Studying Teacher Knowledge 32 CHAPTER THREE: METHODOLOGY 36 Qualitative Multiple Case Studies 36 Site Selection 38 Participants 38 Purposeful Sampling 38 Selection of Participants 39 Data Collection 41 Classroom Observations 42 Interviews 44 Data Analysis and Interpretation 46 Descriptive Data Analysis of the Individual Case 46 Cross-Case Analysis 48 Interpretation 48 Limitations 50 Ethical Considerations 50 CHAPTER FOUR: FINDINGS 52 Lyn: The Enthusiastic Teacher and Learner 52 Personal Background 52 Lyn's Students and Her Philosophy about Learning and Teaching 53 Lyn's Literacy Teaching Practices 58 Growing as a Teacher: Teacher as a Learner 68 Kay: The Sociable Caring Teacher 71 Personal Background 71 Kay's Students and Her Philosophy about Learning and Teaching 72 Kay's Literacy Teaching Practices 77 Growing as a Teacher: Relationships and Sharing 89 Donna: The Organized Teacher 92 Personal Background 92 Donna's Students and Her Philosophy about Learning and Teaching 93 Donna's Literacy Teaching Practices 97 Growing as a Teacher: Learning from Experience 108 CHAPTER FIVE: INTERPRETATION 110 Balanced Approach to L2 Reading Instruction 110 Theme 1: The Four Language Skills are Integrated 112 Theme 2: Balanced L2 Reading Instruction Embraces Both Planned and Opportunistic Teaching of Phonics 115 Theme 3: Children Need to be Exposed to Different Types of Texts 121 Theme 4: Balanced Reading Instruction Enables Children to Experience Reading in a Variety of Ways 128 Theme 5: Balanced L2 Reading Instruction Involves Content Area Connections in Order to Address Learners' Cognitive and Language Needs 135 Theme 6: Traditional Ways of Teaching Have a Place in Balanced L2 Reading Classrooms 137 Summary 143 L2 Reading Teachers' Professional Growth 145 Professional Development 145 Epistemology of Practice 149 Teaching Context 152 Summary 155 CHAPTER SIX: CONCLUDING REMARKS 156 Conclusion and Implications 156 Reflections on the Research Process 158 REFERENCES 162 APPENDICES 183 Appendix A: Sample Interview