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RISS 인기검색어
- 검색키워드
- 저자 : Lee Roxy (검색결과 2 건)
- 무료
- 기관 내 무료
- 유료
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Nudging for Creativity in Young Learners’ Classes: A Reflection on Practice
Roxy Lee 한국외국어교육학회 2018 한국외국어교육학회 학술대회 자료집 Vol.2018 No.-
Creativity is one of the most important skills for students to develop in the modern world (Pink, 2011). For this reason, creativity has been included as a core objective in the Korean school curriculum (Lee, 2013), and commentators on foreign language education have called for more focus on creativity in language education (Richards, 2013). Unfortunately, it can be difficult for teachers to find space to encourage student creativity within a system focused on correct answers and standardised tests (Roh, 2011). This presentation details the efforts of two English teachers in Korea to promote creative/artistic expression as well as English practice. Working with a small, private class of elementary-age, beginner-level Korean EFL learners, the presenter and her partner teacher worked to create a class environment and structure that would give students space to be creative while using English, and also ‘nudge’ them to be ever more creative and use more English over time. In order to do this, the two teachers produced a literature-based, practical definition of creative expression for the EFL classroom with three criteria: (1) novelty (Stein, 1953), (2) value (Csikszentmihalyi, 1999) and (3) effectiveness/English use (Runco and Jaeger, 2012). With this 3-criteria definition in hand, the teachers then designed classes to help students achieve as well as possible in line with these criteria based on a input-output-feedback structure. Input for both English language and creative expression was provided through ‘extensive reading’ (Day and Bamford, 2002). Output took the form of student-produced class materials (comics, games, and pictures). Feedback involved a variety of assessment procedures (self-, peer-, and teacher-) to encourage students to reflect and improve on their work over time (Payne Young, 2009). Students attending these classes produced a wide variety of materials ranging from the very simple to the impressively creative, and used English while doing so. Attendees of this presentation will get an overview of the practical definition of creativity created and used by the presenter, and of the particular class and activity design and assessment procedures used, and of the results (successes, challenges, and shortcomings). These ideas may be directly useful to EFL teachers hoping to create space for creative expression in their own classes, or otherwise may provide the inspiration and supporting information needed for them to design unique classes of their own.
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Textbook Graffiti as a Critical, Multimodal Classroom Activity for Korean Elementary EFL Students
Gray, Stewart,Lee, Roxy 영상영어교육학회 2019 영상영어교육 (STEM journal) Vol.20 No.2
This article explores the potential of a multimodal classroom activity in which students graffiti their textbooks for encouraging elementary-age Korean EFL students to express themselves, to engage critically with and transform their English class materials. The authors conducted an action research project in three sixth-grade EFL classes and four third-grade EFL classes in a Korean elementary school. Participating students were instructed to choose a page in their English textbooks and graffiti it however they wished. The students were then surveyed, and their textbook graffiti was analyzed. Results demonstrate that Korean elementary students can use English in combination with other expressive modes to create graffiti that engages with and transforms their textbook contents. This engagement/transformation took four forms: basic, parodic, personal and social. Common focal themes in students’ graffiti included study stress, appearance, romance, authority, conflict, and others. Also, many students found the graffiti activity enjoyable and approved of its use in English class. Thus, this paper supports use of graffiti by teachers to determine what issues are relevant to their own students, to relieve students’ stress, to encourage students to express themselves meaningfully using English, and to provide students an opportunity to contribute their own meanings to the classroom discourse.
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