This study aims to propose a real lesson case for the cultivation of multicultural adolescents’ literacy by applying pronunciation learningbased picture book reading to a real Korean classroom site.
Since they present characters, contexts, and situa...
This study aims to propose a real lesson case for the cultivation of multicultural adolescents’ literacy by applying pronunciation learningbased picture book reading to a real Korean classroom site.
Since they present characters, contexts, and situations, picture books contribute to the enhancement of communicative abilities as well as literacy by encouraging students to read, think about, and understand a story, express their ideas in texts and speeches, and listen to others’ ideas and share them. Reading based on the understanding of characters, situations, and contexts in a picture book can bring students closer to natural Korean pronunciations.
In the present study, the investigator gave pronunciation lessons to multicultural learners in Lessons 1 and 2 of the Voice training.
Lesson 3 was designed to cultivate pronunciation and literacy simultaneously as they read picture books based on pronunciation study. In a lesson assessment, the multicultural learners said that the simultaneous implementation of picture book-based reading and pronunciation lessons was more helpful for stimulating their learning interest and boosting their self-confidence than pronunciation learning alone. In a focus group interview, they stated that they were aware of the importance of accurate pronunciations in their study and daily life as a multicultural student but had difficulties with their learning and thus challenges. They also exhibited expectations for pronunciation lessons based on picture books that would expose them to a variety of topics and stimulate their interest.
Based on these findings, the study provided implications by proposing a need for reading picture books as a medium of education for multicultural learners and setting some criteria to select picture books fit for their situational contexts and education.