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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 Hits 1 – 20 of 51 1 TOWARDS CRITICAL LITERACY IN KOREAN HIGH SCHOOL EFL CLASSROOMS: NARRATIVE INQUIRY INTO TEACHER EMOTIONS AND THE USE OF CRITICAL MATERIALS Jung, Hyeyoung. - : University of Hawai'i at Manoa, 2021 Abstract: This dissertation explores the emotional landscapes of two Korean high school English as a foreign language (EFL) as they begin to incorporate critical literacy practices into their regular high school EFL instruction. Critical literacy focuses on the connection between literacy and power by giving literacy a socio-political dimension (Janks, 2010, 2013). Language teachers are encouraged to help their students achieve a deeper understanding of texts by discussing how power dynamics influence everyday life, engaging in active analysis of the text, and offering strategies for uncovering the underlying messages within texts (Luke, 2012). In the critical classroom, language teachers are no longer the sole source of authority or knowledge, and students take on the role of active agents who co-construct knowledge with their peers and teachers to transform their reality in a way that allows them to read both the ‘word’ and the ‘world’ (Freire & Macedo, 1987). This learning process is indispensable for cultivating mature democratic citizens who have creative and critical minds endowed with the profound empathy to change both their own lives and the world around them. Attempting to use critical literacy materials, however, can pose a number of challenges for teachers in Korean high school EFL classrooms given the country’s test-oriented and top-down educational system. For successful implementation of critical literacy in this context, it is important to develop an understanding of teacher emotions because knowing how teachers feel is essential to understanding their teacher identities and instructional practices (Benesch, 2012; Zembylas, 2013). To investigate teacher emotions, I draw on narrative inquiry framework and triangulate data from longitudinal teacher narratives (collected before, during, and after the implementation of critical materials), audio-recorded classroom interactions (collected over the course of a semester), student surveys, and official school documents. The findings show that the teachers experienced a range of emotions, both positive and negative. While they initially reported having negative emotions such as resistance, uncertainty, lack of confidence, and even bodily discomfort (e.g., ‘sweat on the back’), these negative emotions were changed into positive ones through emotional engagement with critical literacy practices as the teachers co-constructed knowledge with their students. The teachers used critical literacy as a mediation tool to overcome the dissonance between their beliefs and actual teaching practices, which in turn led to the formation of renewed, empowered, and legitimate teacher identities. This study provides teacher narratives and descriptions of classroom-based interactions for use in critical language teacher education, a discussion of pedagogical implications for critical materials development, and recommendations for a paradigm shift towards critical literacy in test-oriented Korean high school EFL classrooms and similar contexts. ; Ph.D. Keyword: critical literacy; critical pedagogy; English as a second language; high school EFL; materials; narrative inquiry; Pedagogy; Secondary education; teacher emotions URL: http://hdl.handle.net/10125/81667 BASE Hide details 2 Syrian Female Refugees: Exploring Identity and Online Language Learning Hadid, Alia. - : Digital Commons @ University of South Florida, 2020 In: Graduate Theses and Dissertations (2020) BASE Show details 3 Identity construction and perception of violence by female residents of a domestic violence shelter Reinboldt, Rosicler Saloan. - : University of Stirling, 2020 BASE Show details 4 Living with IELTS: the stories of IELTS test candidates Yucel, Megan. - : The University of Queensland, School of Languages and Cultures, 2020 BASE Show details 5 Living Language Policy Through Stratified Space: A Linguistic Ethnography in the United Arab Emirates Cook, William Robert Amilan. - 2020 BASE Show details 6 Transnational sojourners’ investment in learning English: a multi-case study of partners of international students in Australia ... Gilanyi, Lisa. - : UNSW Sydney, 2019 BASE Show details 7 Working with an Accent: The Aesthetic Labour of International Teaching Assistants in Ontario Universities Ramjattan, Vijay Anil. - 2019 BASE Show details 8 Language, identity and parenting in acculturation: A case study of Saudi Arabian mothers sojourning in New Zealand Yaghi, Esra. - : The University of Waikato, 2019 BASE Show details 9 Transnational sojourners’ investment in learning English: a multi-case study of partners of international students in Australia Gilanyi, Lisa, Social Sciences, Faculty of Arts & Social Sciences, UNSW. - : University of New South Wales. Social Sciences, 2019 BASE Show details 10 Theorizing literacy from the ground up in French immersion: challenging contemporary perspectives through cross-disciplinary connections Arbez, David. - 2019 BASE Show details 11 Student Stories about Mathematics: A tool to understand more about the teaching and learning of mathematics Brennan, Jean. - 2018 BASE Show details 12 (Re) Constructing Identities: South African Domestic Workers, English Language Learning, and Power Kaiper, Anna. - 2018 BASE Show details 13 Stories We Live By, With, and In: A Narrative Inquiry into the Experiences of Canadian Muslim Girls and their Mothers Saleh, Muna H.. - : University of Alberta. Department of Elementary Education., 2017 BASE Show details 14 Exploring Academic Acculturation Experiences of Chinese International Students with Low Oral English Proficiency: A Musically Enhanced Narrative Inquiry Xing, Deyu. - 2017 BASE Show details 15 When Language Arts Meets the Spectrum: English Teachers' Perspectives of Students with Autism Sabella, Laura De Armond. - : Digital Commons @ University of South Florida, 2016 In: Graduate Theses and Dissertations (2016) BASE Show details 16 Teachers as resisters ; black teachers using emancipatory pedagogies with black students Duncan, Kristen Earnise. - : uga, 2016 BASE Show details 17 Narrative Inquiry into Competing Pedagogies: Chinese International Students’ Learning to Teach in the U.S. Wang, Fang. - 2016 BASE Show details 18 Encountering Tamil communities in Chennai, India and Melbourne, Australia: a reflexive study of learning about ‘the other’ and self Goward, Penelope Anne. - : Monash University. Faculty of Education, 2015 BASE Show details 19 Repositioning teacher agency in the discourse of educational change: a study of the early socialization of networked technologies in Melbourne schools Roe, Robert Malcolm. - 2015 BASE Show details 20 Weaving their identities: a narrative inquiry into Korean heritage language learners Shin, Yun-Sun. - 2015 BASE Show details Page: 1 2 3

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