Integrating language identity into Korean Primary English class in light of Critical Pedagogy

다국어 초록 (Multilingual Abstract)

This study attempted to investigate how critical pedagogy could be incorporated into regular primary English classes. The study was conducted in qualitative research which was analyzed by a constant comparative approach with triangulation. The research questions for the study were as follows: 1) How do primary students with multi-level English proficiency raise their critical awareness in a regular English class? 2) How do they reflect their ‘language identity’ in a written task? This study presented the written accounts of 38 participants of 6th graders in a simple questionnaire and 4 of them for a reading-based writing task and the self reflective note of a teacher-researcher. The main findings of the study suggested that primary students could establish their critical awareness when there were appropriate scaffolding activities sufficiently provided concerning marginalized learners’ language ability. For the second research question, they showed the conflict process of multiple-linguistic identity and mono-linguistic identity which was closely relevant to national identity in order to shape a new group of identities in the global era.

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