Teachers' Perceptions about Teaching Multimodal Composition: The Case Study of Korean English Teachers at Secondary Schools

Autor/inn/en	Ryu, Jung; Boggs, George
Titel	Teachers' Perceptions about Teaching Multimodal Composition: The Case Study of Korean English Teachers at Secondary Schools
Quelle	In: English Language Teaching, 9 (2016) 6, S.52-60 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Teacher Attitudes; Secondary School Students; High Stakes Tests; Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Asians; Foreign Countries; Language Teachers; Multimedia Materials; Multiple Literacies; Standardized Tests; Information Technology; Social Change; Technology Integration; Writing Instruction; South Korea + Suchen Sie Ihr Suchwort? Lehrerverhalten; Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Asian; Asiat; Asiatin; Asiaten; Asiate; Ausland; Language teacher; Sprachunterricht; Standadised tests; Standardisierter Test; Informationstechnologie; Sozialer Wandel; Schreibunterricht; Korea; Republik
Abstract	Twenty-first-century literacy is not confined to communication based on reading and writing only traditional printed texts. New kinds of literacies extend to multimedia projects and multimodal texts, which include visual, audio, and technological elements to create meanings. The purpose of this study is to explore how Korean secondary English teachers understand the 21st century literacies and multimodal composition in this era of new types of communication. Framing the study are questions pertaining to what these teachers think about teaching multimodal composition in their writing classrooms. The schools of South Korea, including those in this study, prioritize high-stakes standardized tests, and teachers as well as students and parents gauge success by these test scores. As a result, teachers primarily rely on direct instruction via lectures to provide skills and knowledge to ensure that students will succeed in the high-stakes tests. So while teaching and assessment practices in the classroom still adhere to traditional approaches, ongoing technology outside school has transformed the ways in which young people--the students--generate, communicate, and negotiate meanings via diverse texts. If the primary goal of education is to teach students lifelong skills needed in society, it is the responsibility of schools and teachers to recognize social changes and promote individual learning needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01