Earticle

Identifying bilingual children’s dyslexia can be challenging because teasing apart their L2 reading developmental progress from signals of dyslexia is not easy. Although Koreans rank as one of the largest immigrant groups in the U.S. and a greater number of Korean children has recently flowed into the country, only a handful of studies have examined Korean children’s English reading profiles and L2 dyslexic patterns. Thus, this paper reviews the literature on predictors of dyslexia for Korean-English bilingual children by discussing the characteristics of Korean and English, examining predictors of dyslexia in monolingual Korean and English speakers, and comparing and contrasting those predictors. This piece will help to: (a) understand potential challenges that Korean children learning English may face, (b) suggest more reliable ways to assess their reading performance and diagnose their dyslexia in L2 (i.e. English), and (c) envision ways to support them at the societal level.

The purpose of this paper is to explore the issues of setting baseline in analysis of intonation of English focusing on overt-baseline view. Contrary to implicit baseline view, overt baseline view gives specific norms in English intonation analysis. Especially in analyzing leading low tones, trailing low tones, and low phase accents, overt baseline view is helpful to identify the low(L) target tones effectively. In this paper, I found that the range of setting baseline is within intermediate phrase or intonational phrase depending on pitch excursions.

This study is about the development and application of a special educational program focused on English for the gifted children in Korea. Whether Korea, with limited land and resources, could take the lead in the international community or not, the outcome depends on its ability to find students with talent early on and to nurture these students properly. What we need is an educational system that would deviate from uniformed and standardized current education, and lead us to the international level. Until today, most of special educational programs for the gifted in Korea mainly focus on math and science, and there are only a small number of students have access to such special attention in the fields of language and literature. Also related studies and researches on English education for the gifted children are very lacking.The purpose of this paper is to find an effective and efficient way to educate the gifted children, and to redefine the concept, procedure of selection, timing, and the development of the gifted few in special education.

This study investigates emails sent by Asian ESL students to their instructor in an American university. It examines how Asian ESL students conduct speech acts of request and apology in email communication to their instructor. The data used for this study are actual emails that were received by an ESL teacher at a university in the Midwestern U.S. The data were compared with emails of English native speakers who were taking a Korean class at the time of this study at the same university. The request and apology speech acts, which are commonly found in the emails, were analyzed in terms of degree of directness, and internal and external modification using CCSARP coding manual (Blum-Kulka, House, & Kasper, 1989). Results show that Asian ESL students are more direct in making requests and less formal in making apologies than English native speakers. It appears that ESL students are simply depending on colloquial expressions, not understanding the characteristics of written communication. This study suggests that ESL students can get benefits from explicit instruction on typical emails between student and teacher in university settings.

This study investigates the effect of syntactic and pragmatic constraints on the interpretation of Korean reflexives caki , casin, and cakicasin. We adopt the idea, as suggested by a large body of research (ZribiHertz, 1989; Reinhart & Reuland, 1991; Pollard & Sag, 1992; Pollard & Xue, 1991) that in many languages, such as Chinese and Korean, syntactic constraints alone cannot be responsible for the interpretation of anaphora. Huang (1994) states that pragmatic aspects constrain the interpretation of reflexives in languages like Chinese and Korean just as syntactic aspects constrain reflexive interpretation in English. This study adds to the growing data on the distribution of Korean anaphora by demonstrating the effect of pragmatic and discourse constraints on Korean binding. Results suggest that each anaphor has its own tendency to which it will allow discourse information to play a role in its interpretation.