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1 Introduction: CBI, Language, Culture & Media Content-based Instruction (CBI) Language Content: Culture For Effective L2 Instruction Media Media literacy 2 Introduction: CBI, Culture, & Media Content-based instruction (CBI)

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  2. Introduction: CBI, Language, Culture & Media Content-based Instruction (CBI) Language Content: Culture For Effective L2 Instruction Media Media literacy 2

  3. Introduction: CBI, Culture, & Media • Content-based instruction (CBI) is a holistic approach to the integration of language and content learning. Content ➪ Culture ( Big-C and little - c) The Big-C and little - c Cultures are integrated in the National Standards for Foreign Language Learning. National Standards for Foreign Language Learning. • Media refers to the physical manifestation, form or instrument used to convey message. (e.g., TV news, ads, film) • Media literacy refers to the ability of accessing, analyzing, evaluating, and communicating media content or messages in a variety of forms. ➪ Media Content 3

  4. Language Teaching & Media • The ultimate goal of target language learners is to reach a proficiency level as high as possible, a goal that takes time and effort to reach. • Media is one of the most widely available information sources, using visual and audio materials information sources, using visual and audio materials on current Korean social, political, economic and cultural events and issues. • Distinct media sources can be targeted to particular learning levels (e.g., film, ads, TV news and newspaper articles for advanced learners). 4

  5. University of Hawaii at Manoa Undergraduate Korean Degree Program BA in Korean Regular Flagship Korean Korean 5

  6. BA in Korean for Professionals “Korean Flagship” Requirements (36 credits) KOR 401-402 Advanced Korean I, II KOR 403-404 High Advanced Korean I, II KOR 421-422 Media Analysis in Korean I, II KOR 421-422 Media Analysis in Korean I, II KOR 425-425 Selected Readings in Korean I, II KOR 470 Language & Culture of Korea KOR 480 KOR Proficiency through Film KOR 485 KOR for Career Professionals KOR 486 KOR for Academic Purposes 6

  7. Film as a Teaching Resource • KOR 480 (Korean Proficiency through Film: Korean history after 1945) Students who finish KOR 402 • • Film as a thoughtful medium for teaching contemporary history : 1) Are widely available and easily accessible. 1) Are widely available and easily accessible. 2) Make students more engaged and attentive. 3) Offer both cognitive and affective experiences. • Disadvantages 1) Films are either fiction or non-fiction. 2) Students have different film preferences. 3) Using film scenes in class takes time away from other classroom activities. 7

  8. Film as a Teaching Resource 8

  9. Content & its components: Example Peppermint Candy (2000) The content of the films serves as basic texts as well as the starting point for all other classroom activities. A Close Look at Contemporary Korean History Since 1979 • Assassination of President Park Chung Hee in 1979 • Kwangju uprising in 1980 Kwangju uprising in 1980 • Spring of 1987: Chong-ch’ol Park, Han-yeol Yi, & Roh’s June 29 declaration • IMF economic crisis in 1997~1999 • The role and importance of the song Na Ŏttŏkhae “ What shall I do ” in the film • National Security Law, Democracy, Human rights 9

  10. CBI Courses: KOR 485 & KOR 486 • KOR 485-486 (Korean for Career Professionals & Korean for Academic Purposes) • Students who finish KOR 402 • The students’ proficiency level differs from semester to semester. (from Int. Mid to Adv. High) to semester. (from Int. Mid to Adv. High) • Throughout the course, students will be broadly exposed to the diversity of Korean culture, and oral presentations, vocabulary quizzes, and their active participation during the discussion session is expected. 10

  11. CBI Courses: KOR 485 & KOR 486 KOR 485 & KOR 486 cover various topics (16 chapters), in addition to the history of Korea from prehistory to present; its religion, philosophy, politics, government, economy, society, family, gender, literature, education, society, family, gender, literature, education, art, science, technology, music, dance, food and sports. 11

  12. CBI: Textbook development 12

  13. Examples: News Media • The media courses are designed to help students elevate their Korean language proficiency level and to improve their knowledge of Korean culture, society and knowledge of Korean culture, society and history through media and to strengthen critical and analytic thinking. • 6 과 교육제도 : (TV 뉴스 ) 오바마와 한국교육 • 11 과 한국사회 : (TV 뉴스 ) 한국사회 지표 • ( 받아쓰기 + 뉴스따라하기 ) 13

  14. Magazine Cover Page What was intended to be conveyed in the picture images? 14

  15. News Media as a Teaching Resource KOR 403-404 & KOR 421-422: Media Analysis In Korean • News Media: 1) tend to attract and hold the attention of students 2) provide a useful way of exposing students to 2) provide a useful way of exposing students to excitement of learning by introducing them to subject knowledge that stimulate interest and attention of students 15

  16. News Media as a Teaching Resource • News items (in L2 setting) are a little beyond students’ current level of content knowledge and understanding in respect of the words or phrases used or a topic. • This also provides an opportunity to introduce new • This also provides an opportunity to introduce new or advanced (or subject specific) vocabulary in a context that demonstrates their importance in everyday situations. • Learning from reading ( print media such as newspapers, internet articles) & from listenin g ( broadcast media such as documentary, TV talk shows, TV news) 16

  17. Teaching format for media literacy class Reading 1) Reading: read media texts (such as newspaper article) related to a specific topic or theme. 2) Q&A for reading comprehension: Try to answer questions based on the media analysis checklist. 3) English translation Listening Listening 1) To understand clearly TV shows or news related to the same/similar topic above. 2) To exchange ideas clearly and precisely with peers by writing a summary in Korean. 3) To distinguish fact from opinion and to make inferences and draw conclusion 4) Wrap-up 17

  18. Ads as a Teaching Resource 1) Ads, language and culture are deeply connected to one another (Strauss 2006). 2) Messages tend to be stereotypical and relate easily to the most common values in the society. to the most common values in the society. 3) Are widely available and easily accessible. 4) Make students more interested & engaged. 5) TV commercials are very short (15 to 30 seconds). 18

  19. Ads as a Teaching Resource (Changing gender roles) 19

  20. Picture 1 (Maxim Coffee 1999) 남성 남성 여성 여성 남성 남성 여성 여성 능동적 수동적 주도적 종속적 계획적 무계획적 이성적, 지적 감성적 문명적(개척적임) 자연적(개척대상적) 어깨를 빌려주는 사람, 어깨에 기대는 사람, 보호자 피보호자 Picture 2 (Maxim Coffee 2006) 여자 커피잔의 위치가 바뀌었다. 남자 왼쪽/여자 오른쪽 → 여자 왼쪽/남자 왼쪽 남자의 어깨에 더 이상 기대지 않는 여자 광고속에서 나타난 남녀의 성역할에 변화

  21. Ads as a Teaching Resource 21

  22. Role & Benefit of Media • To introduce students to subject knowledge or (informative) content • To attract students’ attention or to make students more interested (sometimes, students more interested (sometimes, excitement of learning) • To offer cognitive experiences • Benefit of CBI through media: Self-directed learner; More motivated/engaged learner; Critical and analytic thinking 22

  23. Conclusion: Culture teaching through media • Integrating media content and language (CBI). • Understanding the orally and visually authentic character of Korean media (e.g., documentary, TV news, etc.) not only gives students a rich and varied context in learning Korean language and culture, but context in learning Korean language and culture, but also provides a chance to be exposed to the advanced vocabulary which is beyond the students’ current proficiency level. • Teaching format should be different depending on the type of media. (e.g., film, TV news, Ads, etc.) 23

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