http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
- 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
- 北京 을 입력하시려면 beijing을 입력하시고 space를 누르시면 됩니다.
RISS 인기검색어
- 검색키워드
- 저자 : Curtis Porter (검색결과 3 건)
- 무료
- 기관 내 무료
- 유료
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Liquid Textbooks: Collaborative Course Design, Dogme Instruction, and Localizing Critical Practice
Curtis Porter 영상영어교육학회 2014 영상영어교육 (STEM journal) Vol.15 No.2
This inquiry project explores the use of wikis as platforms for collaborative course design in a tertiary level conversation course for non-English majors. By overlapping Dogme instruction (Meddings & Thornbury, 2009) with critical pedagogy (Freire, 1970; Norton & Toohey, 2004; Shin, 2004; Shin & Crookes, 2005), the author experiments with digital media as a catalyst for meaningful dialog. Participants critiqued and created materials, then presented their respective chapters during one class session. Using field notes, electronic materials, questionnaires, and small group interviews, the author offers reflections based on three guiding questions: 1) What kinds of topics did learners choose to address? 2) What opportunities did the collaborative course design offer for meaningful interaction in the classroom? 3) What constraints to relevant dialog did learners experience? Results suggest that participants introduced numerous topics that could be considered controversial or politically charged. Importantly, barriers to discussion were not necessarily linked to L2 proficiency. As the semester progressed, learners’ willingness to engage with relevant topics in less conventional ways corresponded with changing perceptions of course objectives and expectations. The paper concludes by theorizing how research on language and locality informs relevant connections Dogme instruction and critical pedagogy.
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Blogging Towards a Purpose: Inquiry-based Instruction and Purposeful Language
Curtis Porter 영상영어교육학회 2010 영상영어교육 (STEM journal) Vol.11 No.2
This paper reports on a classroom research project designed to investigate the potential of inquiry-based instruction (Beach & Myers, 2001) as a means of encouraging purposeful language production. An eight week Internet blogging project was conducted in a low level required English class for non-English majors in a Korean university. Data sources included student projects and open ended questionnaires. Guiding questions were 1) in what ways did an inquiry-based multimedia project encourage purposeful language in a low level freshman English speaking course, and 2) what benefits and drawbacks did students perceive in this inquiry-based media project? A brief review of tasked-based instruction reveals the danger of reducing the notion of purpose to a meaning/form dichotomy. However, dialogic speech and speech genres (Bakhtin, 1986; Johnson, 2004) offer a new dimension to mainstream discussions on the purpose of classroom tasks. Qualitative analysis of students' projects revealed the use of purposeful language, and questionnaires provided evidence of student autonomy and investment. Responses also suggested a need for more explicit grammatical support. I argue that inquiry-based instruction was a viable approach to English language teaching in this case; yet inquiry-based techniques are best viewed as a means of augmenting, rather than replacing task-based instruction.
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( Curtis Porter ) 한국멀티미디어언어교육학회 2013 멀티미디어 언어교육 Vol.16 No.2
Digital media are drastically redefining the ways we express ourselves and make sense of the world. Unfortunately, advocates of critical literacy often overlook the depths to which new media transform the nature of political expression. The purpose of this study is to begin exploring foundations for critical literacy theory and practice that better account for sensual and aesthetic aspects of meaning making. The researcher reports on a basic conversation course taught in a large university on the outskirts of Seoul. Data sources include field notes, student work from a collaborative class website, and small group interviews. Analysis suggests that learners utilized images, audio, video, and even physical objects to produce novel expressions with deliberate political consequences. While little explicit critique on the ideological content in digital texts emerged in the data, the analysis suggests that politically salient activities took place on the level of sensation. The paper concludes with a call to move beyond rational reflection as the sole foundation for critical thinking and a tentative framework that encompasses space, sensation and aesthetic production as viable spheres of critical literacy practice is offered.
KCI
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