Earticle

초록

영어

The purpose of this qualitative case study is to investigate how critical affective literacy pedagogy can facilitate students’ affects to become pedagogical resources for critical analysis of target social issues and lead them to be holistic critical readers of English texts. Two researchers recruited six fifth grade elementary school students, designed and taught them sixteen hours of American history English lessons. Data has been collected from videotaped class discussion and student artifacts. Data analysis focused on students’ affective responses about the topics. Data analysis revealed that teaching pedagogy that had students imagine the affects of Native Americans and the slaves in American history activated students’ critical affective literacy skills as they affectively connected to them and critically questioned the target social issues. This research suggests pedagogical implications for integrating critical literacy with affectivity and methods to make use of critical affective pedagogy for holistic development of criticality.

목차

Abstract
1. Introduction
2. Literature Review
2.1. Affective Education
2.2. Affective Turn in Second Language Acquisition
2.3. Critical Affective Literacy
3. Methodology
3.1. Research Context
3.2. Teaching Procedures
3.3. Participants
3.4. Data Collection and Analysis
4. Findings
4.1. Expanding from Christopher Columbus Story
4.2. Critical Questioning about Slavery
5. Discussion and Implications
6. Conclusion
References

저자

• Seonmin Huh [ Chungbuk National University/Invited Professor ] First author
• Young-Mee Suh [ Inha University/Lecturer ] Corresponding author

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