I am a full-teaching professor in the Faculty of Liberal Education at Seoul National University. My teaching portfolio is diverse but focuses mainly on psychology and literature, world literature, and English for academic purposes. My multidisciplinary research portfolio includes psychology, linguistics, education, and literature. I am also affiliated with the Center for Teaching and Learning, where I provide professional educational consulting services.
This paper investigates how English for Academic Legal Purposes-type (EALP) textbooks, published ... more This paper investigates how English for Academic Legal Purposes-type (EALP) textbooks, published over the past three decades, have evolved and responded to the challenges of law school education. The purpose of such investigation is three-fold: (1) to determine the nature of the typology that configures the composition of contemporary EALP-type textbooks; (2) to (re)define EALP in light of the new typology; and (3) to determine the possible implications of such typology for legal English pedagogy. The literature review revealed that between 1980 thought 2002, legal English textbooks focused primarily on writing instruction with disproportionate emphasis on grammar, legal content, and general writing skills. A qualitative content analysis of a sample of 44 EALP-type textbooks, published between 2002 through 2013, revealed a shift toward multi-skills instruction that is pragmatically scaffolded across the duration of law school. Increasingly, contemporary textbooks attempt to inculcate a comprehensive set of skills that satisfies the needs of academia and legal practice. In pedagogic scholarship these sets of skills are referred to as literacies. Accordingly, EALP is redefined and the features of contemporary EALP-type textbooks are revealed through the new typology. Across the circles of world English, the legal discourse community could utilize these findings as follows: to reevaluate the scaffolding of legal English instruction in terms of law school curriculum design, to determine the features of jurisdiction-specific and universally applicable EALP-type textbook content, and to assist teachers and learners in their decision-making process when selecting course materials.
Despite the alarming suicide rate among South Korean emerging adults, relatively little is known ... more Despite the alarming suicide rate among South Korean emerging adults, relatively little is known about their unfettered perspectives on death and suicide. Therefore, an innovative data collection technique was developed to apprehend the meanings that emerging adults attribute to death and suicide in their explorations of the phenomena through a selection of short stories. A convenience sample ( N = 114) responded to a survey in which participants transferred their feelings toward death and suicide to characters or events in the short stories. A qualitative content analysis revealed relatively permissive perspectives toward death and suicide. Negative perspectives on death are associated with societal victimization and positive perspectives with naturalistic fatalism. Positive perspectives on suicide are overwhelmingly rooted in existential, individual choices while negative perspectives focus on societal pressures. These perspectives contribute to illuminating tensions between tradi...
Abstract Disciplines could broadly be categorized as hard pure/applied and soft pure/applied; how... more Abstract Disciplines could broadly be categorized as hard pure/applied and soft pure/applied; however, literature seems to enable students to transcend conventional disciplinary boundaries. The purpose of this study was to determine how four disciplinary groups of students responded to literature when no apparent pedagogic purpose was explicitly assigned to short stories as supplementary reading. Data was collected through a qualitative survey, and a content analysis method determined and quantified data patterns among a total population sample of natural science, engineering, art, and music students (N = 55). A heterogeneous pattern across disciplines was associated with general critical thinking, as no explicit connection to disciplinary literacy could be established. All disciplines in this study demonstrated homogenous thinking patterns when positive critical evaluations were made. Crossdisciplinary homogenous coupling occurred when disciplines conducted negative critical evaluations. The thinking patterns call into question the typology of disciplinary hard or soft families as unexpected crossdisciplinary associations were identified. The patterns of disciplinary thinking propose theoretical and practical pedagogic implications especially for the transdisciplinary classroom.
International Journal of English Linguistics, 2017
The marginalization of English second (L2) and foreign language (EFL) users in the academic and p... more The marginalization of English second (L2) and foreign language (EFL) users in the academic and practical pursuit of English language teaching (ELT) has fueled the hegemonic power of the inner circle of world Englishes (CWE). Because of the inequality among the circles of world Englishes, this paper pursues a dual purpose: firstly, it sets out to determine the sociolinguistic effects of globalization on the CWE; and secondly, it establishes how these sociolinguistic effects contribute to the homogenization of the circles and a seemingly more equitable notion of (world) English(es). Drawing on available qualitative descriptions and empirical data, three practical contexts of sociolinguistics were identified (viz. demographic shifts, economic motivations, and language education policy) to realize the dual research purpose. Based on a qualitative instrumental case study of a purposive sample of one country from each CWE, the study assesses the possibility to justify the proposition tha...
Die interpretasie en toepassing van die reg in Suid-Afrika word reeds vir dekades deur 'n reg... more Die interpretasie en toepassing van die reg in Suid-Afrika word reeds vir dekades deur 'n regspositivistiese stelsel bestuur. Hierdie modernistiese toepassing van interpretatiewe reels en die toepassing van die reg soos dit is, eerder as hoe dit behoort te wees, het tot verskeie historiese ongeregtighede gelei. Hoewel verskeie pogings aangewend is om die interpretatiewe sisteem te wysig, was hierdie pogings sinneloos aangesien dit beskou kan word as variasies op dieselfde modernistiese melodie. In hierdie artikel stel ek, as alternatief vir die huidige interpretatiewe perspektiewe, 'n herkonfigurasie van die huidige voor deur die moontlikheid van postmoderne interpretasie te ondersoek. Alhoewel die postmoderne interpretasie strukturalistiese wetenskappe destabiliseer, beteken dit nie dat hierdie benadering 'n laissez-faire- benadering is waarin alle struktuur oorboord gegooi word nie. Ten einde ons modernistiese onsekerhede te oorkom, stel ek voor dat ons as eerste stap ...
This paper investigates how English for Academic Legal Purposes-type (EALP) textbooks, published ... more This paper investigates how English for Academic Legal Purposes-type (EALP) textbooks, published over the past three decades, have evolved and responded to the challenges of law school education. The purpose of such investigation is three-fold: (1) to determine the nature of the typology that configures the composition of contemporary EALP-type textbooks; (2) to (re)define EALP in light of the new typology; and (3) to determine the possible implications of such typology for legal English pedagogy. The literature review revealed that between 1980 thought 2002, legal English textbooks focused primarily on writing instruction with disproportionate emphasis on grammar, legal content, and general writing skills. A qualitative content analysis of a sample of 44 EALP-type textbooks, published between 2002 through 2013, revealed a shift toward multi-skills instruction that is pragmatically scaffolded across the duration of law school. Increasingly, contemporary textbooks attempt to inculcat...
The decline of the requisite linguistic skills of law students around the world has been document... more The decline of the requisite linguistic skills of law students around the world has been documented comprehensively through legal scholarship. While ameliorating initiatives attempt to remedy law school education, the curriculization of English for academic legal purposes (EALP) has been neglected, resulting in the absence of a principled curricular framework for developing EALP syllabi. The proliferation of legal English communication across the circles of world English has accentuated the deterioration of students’ linguistic skills and exacerbated the educational challenges confronting law schools. These premises were influenced and validated by the researcher’s experiences as student and teacher of law and language. Three research questions address the rationale and guide the research: (1) Which curricular principles can be deduced from theoretical linguistics, second language (L2) pedagogy, and legal education to constitute a framework for EALP? (2) Which legal linguistic skill...
Digital interaction in higher education is becoming increasingly ubiquitous. However, the effects... more Digital interaction in higher education is becoming increasingly ubiquitous. However, the effects that such digital interaction has on the lived experiences of students and teachers within the traditional classroom should be illuminated from different perspectives to inform pedagogy adequately. Therefore, the purpose of this paper is to investigate the use of instant messaging (IM) as an educational and communicative tool in the context of a multidisciplinary English for Academic Purposes (EAP) presentation course. To achieve the purpose, a phenomenological methodology and qualitative content analysis method were used to describe and reflect on the lived experiences of the research participants. As a result, three main themes were identified that characterize the lived experiences, namely interpersonal relations, pedagogic concerns, and psychosocial influences. The integration of these themes with relevant pedagogic theories and a tailored research design led to three main contribut...
The short story as literary genre has been used productively for language learning, and much peda... more The short story as literary genre has been used productively for language learning, and much pedagogic research has emphasized the language learning functions of short stories in English foreign language (EFL) contexts. While the language learning function appears to be a natural extension of reading short stories, they may also perform other functions in English language teaching (ELT). The objective of this study was to establish what functions EFL students intrinsically (i.e., without pedagogic intervention) attributed to short stories when the stories were assigned as supplementary reading to the main language-teaching syllabus. To support the objective, a qualitative survey was conducted to collect rich data from a total population purposive sample (N ¼ 55). Through a thematic analysis, the following four principal themes were identified that account for the functions of short stories: language, thinking, gratification, and pedagogy. Subthemes illuminated the nature of the main themes and provided possible causes and effects of their intrinsic recognition by EFL students. The main contributions include the expansion of existing theory regarding the use of short stories for ELT and a conceptualization of literature-based actualization as plausible pedagogic paradigm. The study concludes with a reflection on methodological lucidity and future research directions.
International Journal of the Scholarship of Teaching and Learning, 2020
The controversial bell curve has received considerable attention in recent years as a grade distr... more The controversial bell curve has received considerable attention in recent years as a grade distribution tool where “norm-referenced grading involves comparing students’ performances with each other” rather than where they fall on a “predefined continuum of quality” (Brookhart, 2013, p. 258). Despite educators’ deep concern on the fairness of bell curve grading, there is little research done on students’ conceptions of that grading system in higher education. This correlational study uses open-ended questions and three instruments to measure students’ conceptions of the fairness of bell curve grading, their goal orientations, and motivation. Undergraduates from three universities participated in the survey (N= 211). Results suggest that students have a formalized conception of bell curve grading, perceive it to be generally fair, but tend to hold negative views about its impact on learning. The correlations with their goal orientation and levels of motivation, while yielding constructive inferences, were not overly significant.
Despite the alarming suicide rate among South Korean emerging adults, relatively little is known ... more Despite the alarming suicide rate among South Korean emerging adults, relatively little is known about their unfettered perspectives on death and suicide. Therefore, an innovative data collection technique was developed to apprehend the meanings that emerging adults attribute to death and suicide in their explorations of the phenomena through a selection of short stories. A convenience sample (N¼114) responded to a survey in which participants transferred their feelings toward death and suicide to characters or events in the short stories. A qualitative content analysis revealed relatively permissive perspectives toward death and suicide. Negative perspectives on death are associated with societal victimization and positive perspectives with naturalistic fatalism. Positive perspectives on suicide are overwhelmingly rooted in existential, individual choices while negative perspectives focus on societal pressures. These perspectives contribute to illuminating tensions between traditionalist collectivism and contemporary individualism in Korean society that could inform suicide prevention initiatives for emerging adults.
The short story as literary genre has been used productively for language learning, and much peda... more The short story as literary genre has been used productively for language learning, and much pedagogic research has emphasized the language learning functions of short stories in English foreign language (EFL) contexts. While the language learning function appears to be a natural extension of reading short stories, they may also perform other functions in English language teaching (ELT). The objective of this study was to establish what functions EFL students intrinsically (i.e., without pedagogic intervention) attributed to short stories when the stories were assigned as supplementary reading to the main language-teaching syllabus. To support the objective, a qualitative survey was conducted to collect rich data from a total population purposive sample (N ¼ 55). Through a thematic analysis, the following four principal themes were identified that account for the functions of short stories: language, thinking, gratification, and pedagogy. Subthemes illuminated the nature of the main themes and provided possible causes and effects of their intrinsic recognition by EFL students. The main contributions include the expansion of existing theory regarding the use of short stories for ELT and a conceptualization of literature-based actualization as plausible pedagogic paradigm. The study concludes with a reflection on methodological lucidity and future research directions.
A B S T R A C T Disciplines could broadly be categorized as hard pure/applied and soft pure/appli... more A B S T R A C T Disciplines could broadly be categorized as hard pure/applied and soft pure/applied; however, literature seems to enable students to transcend conventional disciplinary boundaries. The purpose of this study was to determine how four disciplinary groups of students responded to literature when no apparent pedagogic purpose was explicitly assigned to short stories as supplementary reading. Data was collected through a qualitative survey, and a content analysis method determined and quantified data patterns among a total population sample of natural science, engineering, art, and music students (N = 55). A heterogeneous pattern across disciplines was associated with general critical thinking, as no explicit connection to disciplinary literacy could be established. All disciplines in this study demonstrated homogenous thinking patterns when positive critical evaluations were made. Crossdisciplinary homogenous coupling occurred when disciplines conducted negative critical evaluations. The thinking patterns call into question the typology of disciplinary hard or soft families as unexpected crossdisciplinary associations were identified. The patterns of disciplinary thinking propose theoretical and practical pedagogic implications especially for the transdisciplinary classroom.
The marginalization of English second (L2) and foreign language (EFL) users in the academic and p... more The marginalization of English second (L2) and foreign language (EFL) users in the academic and practical pursuit of English language teaching (ELT) has fueled the hegemonic power of the inner circle of world Englishes (CWE). Because of the inequality among the circles of world Englishes, this paper pursues a dual purpose: firstly, it sets out to determine the sociolinguistic effects of globalization on the CWE; and secondly, it establishes how these sociolinguistic effects contribute to the homogenization of the circles and a seemingly more equitable notion of (world) English(es). Drawing on available qualitative descriptions and empirical data, three practical contexts of sociolinguistics were identified (viz. demographic shifts, economic motivations, and language education policy) to realize the dual research purpose. Based on a qualitative instrumental case study of a purposive sample of one country from each CWE, the study assesses the possibility to justify the proposition that the functions of English across the circles are becoming more similar as globalization homogenizes the global English sociolinguistic ecology. The findings support claims of major evolutionary processes that entail significant implications for the ELT community across the CWE.
This paper investigates how English for Academic Legal Purposes-type (EALP) textbooks, published ... more This paper investigates how English for Academic Legal Purposes-type (EALP) textbooks, published over the past three decades, have evolved and responded to the challenges of law school education. The purpose of such investigation is three-fold: (1) to determine the nature of the typology that configures the composition of contemporary EALP-type textbooks; (2) to (re)define EALP in light of the new typology; and (3) to determine the possible implications of such typology for legal English pedagogy. The literature review revealed that between 1980 thought 2002, legal English textbooks focused primarily on writing instruction with disproportionate emphasis on grammar, legal content, and general writing skills. A qualitative content analysis of a sample of 44 EALP-type textbooks, published between 2002 through 2013, revealed a shift toward multi-skills instruction that is pragmatically scaffolded across the duration of law school. Increasingly, contemporary textbooks attempt to inculcate a comprehensive set of skills that satisfies the needs of academia and legal practice. In pedagogic scholarship these sets of skills are referred to as literacies. Accordingly, EALP is redefined and the features of contemporary EALP-type textbooks are revealed through the new typology. Across the circles of world English, the legal discourse community could utilize these findings as follows: to reevaluate the scaffolding of legal English instruction in terms of law school curriculum design, to determine the features of jurisdiction-specific and universally applicable EALP-type textbook content, and to assist teachers and learners in their decision-making process when selecting course materials.
Despite the alarming suicide rate among South Korean emerging adults, relatively little is known ... more Despite the alarming suicide rate among South Korean emerging adults, relatively little is known about their unfettered perspectives on death and suicide. Therefore, an innovative data collection technique was developed to apprehend the meanings that emerging adults attribute to death and suicide in their explorations of the phenomena through a selection of short stories. A convenience sample ( N = 114) responded to a survey in which participants transferred their feelings toward death and suicide to characters or events in the short stories. A qualitative content analysis revealed relatively permissive perspectives toward death and suicide. Negative perspectives on death are associated with societal victimization and positive perspectives with naturalistic fatalism. Positive perspectives on suicide are overwhelmingly rooted in existential, individual choices while negative perspectives focus on societal pressures. These perspectives contribute to illuminating tensions between tradi...
Abstract Disciplines could broadly be categorized as hard pure/applied and soft pure/applied; how... more Abstract Disciplines could broadly be categorized as hard pure/applied and soft pure/applied; however, literature seems to enable students to transcend conventional disciplinary boundaries. The purpose of this study was to determine how four disciplinary groups of students responded to literature when no apparent pedagogic purpose was explicitly assigned to short stories as supplementary reading. Data was collected through a qualitative survey, and a content analysis method determined and quantified data patterns among a total population sample of natural science, engineering, art, and music students (N = 55). A heterogeneous pattern across disciplines was associated with general critical thinking, as no explicit connection to disciplinary literacy could be established. All disciplines in this study demonstrated homogenous thinking patterns when positive critical evaluations were made. Crossdisciplinary homogenous coupling occurred when disciplines conducted negative critical evaluations. The thinking patterns call into question the typology of disciplinary hard or soft families as unexpected crossdisciplinary associations were identified. The patterns of disciplinary thinking propose theoretical and practical pedagogic implications especially for the transdisciplinary classroom.
International Journal of English Linguistics, 2017
The marginalization of English second (L2) and foreign language (EFL) users in the academic and p... more The marginalization of English second (L2) and foreign language (EFL) users in the academic and practical pursuit of English language teaching (ELT) has fueled the hegemonic power of the inner circle of world Englishes (CWE). Because of the inequality among the circles of world Englishes, this paper pursues a dual purpose: firstly, it sets out to determine the sociolinguistic effects of globalization on the CWE; and secondly, it establishes how these sociolinguistic effects contribute to the homogenization of the circles and a seemingly more equitable notion of (world) English(es). Drawing on available qualitative descriptions and empirical data, three practical contexts of sociolinguistics were identified (viz. demographic shifts, economic motivations, and language education policy) to realize the dual research purpose. Based on a qualitative instrumental case study of a purposive sample of one country from each CWE, the study assesses the possibility to justify the proposition tha...
Die interpretasie en toepassing van die reg in Suid-Afrika word reeds vir dekades deur 'n reg... more Die interpretasie en toepassing van die reg in Suid-Afrika word reeds vir dekades deur 'n regspositivistiese stelsel bestuur. Hierdie modernistiese toepassing van interpretatiewe reels en die toepassing van die reg soos dit is, eerder as hoe dit behoort te wees, het tot verskeie historiese ongeregtighede gelei. Hoewel verskeie pogings aangewend is om die interpretatiewe sisteem te wysig, was hierdie pogings sinneloos aangesien dit beskou kan word as variasies op dieselfde modernistiese melodie. In hierdie artikel stel ek, as alternatief vir die huidige interpretatiewe perspektiewe, 'n herkonfigurasie van die huidige voor deur die moontlikheid van postmoderne interpretasie te ondersoek. Alhoewel die postmoderne interpretasie strukturalistiese wetenskappe destabiliseer, beteken dit nie dat hierdie benadering 'n laissez-faire- benadering is waarin alle struktuur oorboord gegooi word nie. Ten einde ons modernistiese onsekerhede te oorkom, stel ek voor dat ons as eerste stap ...
This paper investigates how English for Academic Legal Purposes-type (EALP) textbooks, published ... more This paper investigates how English for Academic Legal Purposes-type (EALP) textbooks, published over the past three decades, have evolved and responded to the challenges of law school education. The purpose of such investigation is three-fold: (1) to determine the nature of the typology that configures the composition of contemporary EALP-type textbooks; (2) to (re)define EALP in light of the new typology; and (3) to determine the possible implications of such typology for legal English pedagogy. The literature review revealed that between 1980 thought 2002, legal English textbooks focused primarily on writing instruction with disproportionate emphasis on grammar, legal content, and general writing skills. A qualitative content analysis of a sample of 44 EALP-type textbooks, published between 2002 through 2013, revealed a shift toward multi-skills instruction that is pragmatically scaffolded across the duration of law school. Increasingly, contemporary textbooks attempt to inculcat...
The decline of the requisite linguistic skills of law students around the world has been document... more The decline of the requisite linguistic skills of law students around the world has been documented comprehensively through legal scholarship. While ameliorating initiatives attempt to remedy law school education, the curriculization of English for academic legal purposes (EALP) has been neglected, resulting in the absence of a principled curricular framework for developing EALP syllabi. The proliferation of legal English communication across the circles of world English has accentuated the deterioration of students’ linguistic skills and exacerbated the educational challenges confronting law schools. These premises were influenced and validated by the researcher’s experiences as student and teacher of law and language. Three research questions address the rationale and guide the research: (1) Which curricular principles can be deduced from theoretical linguistics, second language (L2) pedagogy, and legal education to constitute a framework for EALP? (2) Which legal linguistic skill...
Digital interaction in higher education is becoming increasingly ubiquitous. However, the effects... more Digital interaction in higher education is becoming increasingly ubiquitous. However, the effects that such digital interaction has on the lived experiences of students and teachers within the traditional classroom should be illuminated from different perspectives to inform pedagogy adequately. Therefore, the purpose of this paper is to investigate the use of instant messaging (IM) as an educational and communicative tool in the context of a multidisciplinary English for Academic Purposes (EAP) presentation course. To achieve the purpose, a phenomenological methodology and qualitative content analysis method were used to describe and reflect on the lived experiences of the research participants. As a result, three main themes were identified that characterize the lived experiences, namely interpersonal relations, pedagogic concerns, and psychosocial influences. The integration of these themes with relevant pedagogic theories and a tailored research design led to three main contribut...
The short story as literary genre has been used productively for language learning, and much peda... more The short story as literary genre has been used productively for language learning, and much pedagogic research has emphasized the language learning functions of short stories in English foreign language (EFL) contexts. While the language learning function appears to be a natural extension of reading short stories, they may also perform other functions in English language teaching (ELT). The objective of this study was to establish what functions EFL students intrinsically (i.e., without pedagogic intervention) attributed to short stories when the stories were assigned as supplementary reading to the main language-teaching syllabus. To support the objective, a qualitative survey was conducted to collect rich data from a total population purposive sample (N ¼ 55). Through a thematic analysis, the following four principal themes were identified that account for the functions of short stories: language, thinking, gratification, and pedagogy. Subthemes illuminated the nature of the main themes and provided possible causes and effects of their intrinsic recognition by EFL students. The main contributions include the expansion of existing theory regarding the use of short stories for ELT and a conceptualization of literature-based actualization as plausible pedagogic paradigm. The study concludes with a reflection on methodological lucidity and future research directions.
International Journal of the Scholarship of Teaching and Learning, 2020
The controversial bell curve has received considerable attention in recent years as a grade distr... more The controversial bell curve has received considerable attention in recent years as a grade distribution tool where “norm-referenced grading involves comparing students’ performances with each other” rather than where they fall on a “predefined continuum of quality” (Brookhart, 2013, p. 258). Despite educators’ deep concern on the fairness of bell curve grading, there is little research done on students’ conceptions of that grading system in higher education. This correlational study uses open-ended questions and three instruments to measure students’ conceptions of the fairness of bell curve grading, their goal orientations, and motivation. Undergraduates from three universities participated in the survey (N= 211). Results suggest that students have a formalized conception of bell curve grading, perceive it to be generally fair, but tend to hold negative views about its impact on learning. The correlations with their goal orientation and levels of motivation, while yielding constructive inferences, were not overly significant.
Despite the alarming suicide rate among South Korean emerging adults, relatively little is known ... more Despite the alarming suicide rate among South Korean emerging adults, relatively little is known about their unfettered perspectives on death and suicide. Therefore, an innovative data collection technique was developed to apprehend the meanings that emerging adults attribute to death and suicide in their explorations of the phenomena through a selection of short stories. A convenience sample (N¼114) responded to a survey in which participants transferred their feelings toward death and suicide to characters or events in the short stories. A qualitative content analysis revealed relatively permissive perspectives toward death and suicide. Negative perspectives on death are associated with societal victimization and positive perspectives with naturalistic fatalism. Positive perspectives on suicide are overwhelmingly rooted in existential, individual choices while negative perspectives focus on societal pressures. These perspectives contribute to illuminating tensions between traditionalist collectivism and contemporary individualism in Korean society that could inform suicide prevention initiatives for emerging adults.
The short story as literary genre has been used productively for language learning, and much peda... more The short story as literary genre has been used productively for language learning, and much pedagogic research has emphasized the language learning functions of short stories in English foreign language (EFL) contexts. While the language learning function appears to be a natural extension of reading short stories, they may also perform other functions in English language teaching (ELT). The objective of this study was to establish what functions EFL students intrinsically (i.e., without pedagogic intervention) attributed to short stories when the stories were assigned as supplementary reading to the main language-teaching syllabus. To support the objective, a qualitative survey was conducted to collect rich data from a total population purposive sample (N ¼ 55). Through a thematic analysis, the following four principal themes were identified that account for the functions of short stories: language, thinking, gratification, and pedagogy. Subthemes illuminated the nature of the main themes and provided possible causes and effects of their intrinsic recognition by EFL students. The main contributions include the expansion of existing theory regarding the use of short stories for ELT and a conceptualization of literature-based actualization as plausible pedagogic paradigm. The study concludes with a reflection on methodological lucidity and future research directions.
A B S T R A C T Disciplines could broadly be categorized as hard pure/applied and soft pure/appli... more A B S T R A C T Disciplines could broadly be categorized as hard pure/applied and soft pure/applied; however, literature seems to enable students to transcend conventional disciplinary boundaries. The purpose of this study was to determine how four disciplinary groups of students responded to literature when no apparent pedagogic purpose was explicitly assigned to short stories as supplementary reading. Data was collected through a qualitative survey, and a content analysis method determined and quantified data patterns among a total population sample of natural science, engineering, art, and music students (N = 55). A heterogeneous pattern across disciplines was associated with general critical thinking, as no explicit connection to disciplinary literacy could be established. All disciplines in this study demonstrated homogenous thinking patterns when positive critical evaluations were made. Crossdisciplinary homogenous coupling occurred when disciplines conducted negative critical evaluations. The thinking patterns call into question the typology of disciplinary hard or soft families as unexpected crossdisciplinary associations were identified. The patterns of disciplinary thinking propose theoretical and practical pedagogic implications especially for the transdisciplinary classroom.
The marginalization of English second (L2) and foreign language (EFL) users in the academic and p... more The marginalization of English second (L2) and foreign language (EFL) users in the academic and practical pursuit of English language teaching (ELT) has fueled the hegemonic power of the inner circle of world Englishes (CWE). Because of the inequality among the circles of world Englishes, this paper pursues a dual purpose: firstly, it sets out to determine the sociolinguistic effects of globalization on the CWE; and secondly, it establishes how these sociolinguistic effects contribute to the homogenization of the circles and a seemingly more equitable notion of (world) English(es). Drawing on available qualitative descriptions and empirical data, three practical contexts of sociolinguistics were identified (viz. demographic shifts, economic motivations, and language education policy) to realize the dual research purpose. Based on a qualitative instrumental case study of a purposive sample of one country from each CWE, the study assesses the possibility to justify the proposition that the functions of English across the circles are becoming more similar as globalization homogenizes the global English sociolinguistic ecology. The findings support claims of major evolutionary processes that entail significant implications for the ELT community across the CWE.
Harvard University ProQuest Dissertations Publishing, 2024
This thesis investigated therapeutic identification within bibliotherapy and music therapy. Drawi... more This thesis investigated therapeutic identification within bibliotherapy and music therapy. Drawing on a cross-cultural, interdisciplinary approach, the study challenged traditional notions of homogenous therapeutic identification by introducing the concept of therapeutic heterogeneity. The exploration was embedded in the experiences of highly educated South Korean emerging adults’ engagement with foreign literature and music, which allowed for a nuanced understanding of identification processes that transcend cultural and demographic boundaries.
The research was guided by three interrelated research questions that explored the mechanics, psychology, and philosophy of bibliotherapy and music therapy. The study’s methodology combined qualitative thematic analysis with phenomenological case studies to ensure a holistic and authentic exploration of participants’ experiences.
The analysis of mechanics revealed similarities and differences between bibliotherapy and music therapy. While both modalities share elements and techniques of symbolic systems, distinctions arose in their nuances, such as genre sub-categories. These mechanics yield distinct initial therapeutic effects, with literature emphasizing interpretation and analysis and music evoking aesthetic and cultural appreciation. The psychology theme revealed that participants’ emotions imbricated or overlapped with therapeutic materials akin to projection in psychoanalysis. Emotional bonds formed with stories and compositions could be attributed to participants projecting their experiences and feelings onto the texts. The analysis also uncovered transformative coping strategies and psychosocial developmental patterns that shed light on the stages and processes of therapeutic identification. Philosophical dimensions emerged as a central aspect, with both modalities invoking an aesthetic transcendental existential ontology.
The implications of this study are far-reaching, offering insights into therapeutic practice, autonomy, inclusivity, and interdisciplinary approaches. By recognizing therapeutic heterogeneity, therapists can expand their materials and enhance the impact of bibliotherapy and music therapy. The study promotes inclusivity and encourages a holistic approach to well-being while integrating literature and music to present a novel strategy for psychological health across divergent cultural contexts.
For decades legal positivism has governed the interpretation and application of the law in South ... more For decades legal positivism has governed the interpretation and application of the law in South Africa. This modernist utilization of interpretative rules and the application of the law as it is, rather than as it aught to be, led to many historical injustices. Although numbers attempts have been made to alter the interpretative system, these attempts are in vain and appear to be variations on the same modernist tune. in this thesis, as an alternative to the prevalent interpretative stance, I merely suggest a transformation by exploring the possibility of postmodern legal interpretation. Although the postmodern movement causes havoc in structuralist ‘sciences’ this does not mean that it is a laissez-faire approach where ‘everything goes’ or where all systems of structure are abandoned. In other to overcome our modernist insecurities, I propose that we, as a first step, merely adopt a postmodern consciousness. This stance can be acquired by utilizing the assumptions of a postmodern movement called social constructionism. The advances of this perspective, which has it roots in social psychology, shall serve as an interpretative mindset when expiring the various narratives in Country of My Skull by Antjie Krog. Krog utilizes the narratives of the Truth and Reconciliation Commission (TRC) in an attempt to come to terms with the inequalities of the past. The literary text can be regarded as a catalyst that initiates the interpretation of legal texts from a social constructionist perspective. The hybridization of social constructionism and the literary texts leads the way for the possibility of postmodern legal interpretation.
The primary purpose of this study was to determine what emerging adults in South Korea think abou... more The primary purpose of this study was to determine what emerging adults in South Korea think about death and suicide as they attempt to transition from being dependent adolescents to becoming independent adults. The dishearteningly high prevalence of suicide in South Korea, particularly during emerging adulthood, is meticulously investigated through extensive quantitative statistical analyses with a focus on preventative measures. However, generous qualitative descriptions are desperately needed to enhance the psychological understanding of the phenomenon. A phenomenological methodology sought to apprehend the meanings that emerging adults construct regarding death and suicide in their exploration of the phenomena through a selection of celebrated short stories. A total population, purposive sample (N = 114) responded to a survey in which participants transferred their feelings toward death and suicide to the characters in the short stories. A thematic analysis associated death and suicide with exercising moral existential choices. No form of death was either explicitly rejected or accepted without the addition of caveats. In general, suicide was rationally accepted and explained as an expression of individual choice. Death by force was generally condemned unless individual choice was involved or social norms were considered. The findings of this study initiate a qualitative explanation as to why emerging adults in South Korea seem tolerant toward suicide. In addition, it illuminates a tension between the preventative efforts of mental health organizations and emerging adults’ perception that suicide is an existential choice. As such, qualitative explorations of death and suicide provide valuable insight into reframing the narrative on prevention.
The purpose of this paper is to investigate how universities across the circles of world English ... more The purpose of this paper is to investigate how universities across the circles of world English conceptualize and curriculize English for Specific Purposes (ESP) to address local needs and remain globally relevant. The research purpose is realized through a case study methodology that considered each circle of world English as instrumental case. Within each circle, a sample of three university-level ESP-type curricula were subjected to a thematic analysis to determine how the sample universities conceptualize and curriculize ESP. Preliminary findings indicate that ESP-type curricula within the inner and outer circles of world English accentuate the academic functions of English over its professional purposes thus affirming a biased ascendancy of functional pedagogic approaches. Despite major global demographic and socio-political changes that demand strategic curricular redevelopment, the expanding circle of world English remains disproportionately dependent on communicative pedagogic approaches. Such pedagogic biases stifle the development of ESP-type curricula that respond to the academic and practical needs associated with the influences of globalization. Within the circles, ESP seems relatively homogenous; however, across the circles disparities in the curriculization of ESP accentuate the traditional linguistic functions associated with each circle. The currents of globalization contradict such inertia and suggest a re-examination of these traditional linguistic functions. Consequently, it may be more apt to consider ESP as English as Academic and Professional Lingua Franca (EAPLF). The implications of the findings include the (re)evaluation of the local and global purposes of EAPLF and the applied linguistic functions of each circle of world English.
This integration of law, linguistics, and pedagogy emanates from (1) a general paucity in researc... more This integration of law, linguistics, and pedagogy emanates from (1) a general paucity in research on English for Academic Legal Purposes (EALP), and (2) an acute awareness of the decline of communication skills of L1 and L2 legal English learners. The research paucity could be attributed to the level of specialty that EALP requires of instructors and learners. Additionally, it is a subject that is inherently interdisciplinary, which complicates research procedures. The decline of communication skills of learners could be explained by the internationalization of the classroom, which leaves students ill-informed of and unprepared for law school expectations.
The purpose of this project is to merge the interdisciplinary foundations of legal English that could explain and improve EALP education. These foundations include legal, linguistic, and pedagogical perspectives. Legal perspectives comprise of the natural law approach and constructive interpretation, which are respectively drawn from jurisprudence and hermeneutics. Systemic functional linguistics is the linguistic perspective that explains how language functions. The pedagogical approach relies on a genre-based pedagogy that includes English for Specific Purposes and the New Rhetoric that underscores the cross-cultural dimension.
The process of identifying interdisciplinary and cross-cultural value principles consists of two parts. Firstly, the theoretical foundations are critically reviewed to explain the dynamics of legal English pedagogy. Secondly, theoretical principles are then identified from the various perspectives and synthesized to create a set of value principles that could advance EALP teaching.
The purpose of this project is to identify and address the latent limitations of instant messagin... more The purpose of this project is to identify and address the latent limitations of instant messaging (IM) as educational and communicative tool in the context of an interdisciplinary English for Academic Purposes (EAP) presentation class. Ample scholarship reports on the advantages and disadvantages of IM in educational settings; however, qualitative investigations into academic discourse socialization across physical and digital settings and recommendations to simulate the advantages of face-to-face communication within the IM environment are neglected. To achieve the purpose a phenomenological methodology was used to describe the lived experiences of the research participants. In order to provide a holistic perspective that accounted for both emic and etic perspectives, both the students and teacher were involved in describing the phenomenon of using IM in the EAP context. This project is distinctive in its methodological approach that gives voice to the students and the teacher as equal discourse participants and the cultural and linguistic diversity they bring to the classroom. The phenomenological inquiry contributes to the development of pedagogic theory and communicative practice. Pedagogically, academic discourse socialization is applied to physical and digital settings to expand the meaning and facilitate student membership of the academic discourse community. Communicative practice in the IM setting is enhanced by (re)evaluating the following influences: information asymmetry, the quantification of messaging, and the use of emoticons to facilitate discourse. In conclusion, the research findings culminate in recommendations on how to improve student-teacher interactions to cultivate academic discourse socialization.
This paper summarizes a work-in-progress that synthesizes language theory, pedagogical perspectiv... more This paper summarizes a work-in-progress that synthesizes language theory, pedagogical perspectives, and EALP. The primary objective is to identify, through a multi-method approach, value principles that could guide EALP curriculum development. In their review of the textbooks used in EALP teaching Candlin, Bhatia, and Jensen (2002) classify 36 internationally-use texts into four categories: lexico-grammar based, rhetoric-based, legal content-based, and EALP books. Though criticized for being either too general or audience-specific, the shortages of this taxonomy illustrate the necessity for an integrated legal language literacy program in English first and second language (L1 & L2) contexts. However, EALP curriculum design lacks a theoretical foundation that incorporates its foundational parts: ELT, EAP, and legal language. The study aims to create a model for EALP curriculum development, which could be achieved by following 4 steps: Firstly, theory analysis and development occur through a critical literature review of theories of language and pedagogy and perspectives on legal English. Secondly, this theoretical synthesis is followed by a qualitative content analysis that systematically identifies (con)textual properties of six EALP curricula from universities that represent the L1 and L2 spectrum. Similarities and differences among these curricula are identified based on the collection of value principles distilled from the literature review in step one. Thirdly, empirical data is gathered from representative universities, which include: the EALP instructors involved, students taking the course, and alumni practitioners. Finally, (step 1) the theoretical value principles, (step 2) the (con)textual properties of the curricula, and (step 3) the empirical survey data are triangulated and integrated to create a value-driven model for the design of a cross-cultural EALP curriculum. EALP interest groups could use this model as a generic blueprint to tailor individual curricula for specific audiences. The model will illuminate the similarities and differences in the teaching of EALP in different cultural contexts.
The purpose of this presentation is to investigate how universities across the circles of world E... more The purpose of this presentation is to investigate how universities across the circles of world English conceptualize and curriculize English for Specific Purposes (ESP) to address local needs and remain globally relevant. The research purpose is realized through a case study methodology that considered each circle of world English as instrumental case. Within each circle, a sample of three university-level ESP-type curricula were subjected to a thematic analysis to determine how the sample universities conceptualize and curriculize ESP. Preliminary findings indicate that ESP-type curricula within the inner and outer circles of world English accentuate the academic functions of English over its professional purposes thus affirming a biased ascendancy of functional pedagogic approaches. Despite major global demographic and socio-political changes that demand strategic curricular redevelopment, the expanding circle of world English remains disproportionately dependent on communicative pedagogic approaches. Such pedagogic biases stifle the development of ESP-type curricula that respond to the academic and practical needs associated with the influences of globalization. Within the circles, ESP seems relatively homogenous; however, across the circles disparities in the curriculization of ESP accentuate the traditional linguistic functions associated with each circle. The currents of globalization contradict such inertia and suggest a re-examination of these traditional linguistic functions. Consequently, it may be more apt to consider ESP as English as Academic and Professional Lingua Franca (EAPLF). The implications of the findings include the (re)evaluation of the local and global purposes of EAPLF and the applied linguistic functions of each circle of world English.
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Papers by Christiaan Prinsloo
The research was guided by three interrelated research questions that explored the mechanics, psychology, and philosophy of bibliotherapy and music therapy. The study’s methodology combined qualitative thematic analysis with phenomenological case studies to ensure a holistic and authentic exploration of participants’ experiences.
The analysis of mechanics revealed similarities and differences between bibliotherapy and music therapy. While both modalities share elements and techniques of symbolic systems, distinctions arose in their nuances, such as genre sub-categories. These mechanics yield distinct initial therapeutic effects, with literature emphasizing interpretation and analysis and music evoking aesthetic and cultural appreciation. The psychology theme revealed that participants’ emotions imbricated or overlapped with therapeutic materials akin to projection in psychoanalysis. Emotional bonds formed with stories and compositions could be attributed to participants projecting their experiences and feelings onto the texts. The analysis also uncovered transformative coping strategies and psychosocial developmental patterns that shed light on the stages and processes of therapeutic identification. Philosophical dimensions emerged as a central aspect, with both modalities invoking an aesthetic transcendental existential ontology.
The implications of this study are far-reaching, offering insights into therapeutic practice, autonomy, inclusivity, and interdisciplinary approaches. By recognizing therapeutic heterogeneity, therapists can expand their materials and enhance the impact of bibliotherapy and music therapy. The study promotes inclusivity and encourages a holistic approach to well-being while integrating literature and music to present a novel strategy for psychological health across divergent cultural contexts.
The purpose of this project is to merge the interdisciplinary foundations of legal English that could explain and improve EALP education. These foundations include legal, linguistic, and pedagogical perspectives. Legal perspectives comprise of the natural law approach and constructive interpretation, which are respectively drawn from jurisprudence and hermeneutics. Systemic functional linguistics is the linguistic perspective that explains how language functions. The pedagogical approach relies on a genre-based pedagogy that includes English for Specific Purposes and the New Rhetoric that underscores the cross-cultural dimension.
The process of identifying interdisciplinary and cross-cultural value principles consists of two parts. Firstly, the theoretical foundations are critically reviewed to explain the dynamics of legal English pedagogy. Secondly, theoretical principles are then identified from the various perspectives and synthesized to create a set of value principles that could advance EALP teaching.
both emic and etic perspectives, both the students and teacher were involved in describing the phenomenon of using IM in the EAP context. This project is distinctive in
its methodological approach that gives voice to the students and the teacher as equal discourse participants and the cultural and linguistic diversity they bring to the
classroom. The phenomenological inquiry contributes to the development of pedagogic theory and communicative practice. Pedagogically, academic discourse socialization is applied to physical and digital settings to expand the meaning and facilitate student membership of the academic discourse community. Communicative practice in the IM setting is enhanced by (re)evaluating the following influences: information asymmetry, the quantification of messaging, and the use of emoticons to facilitate discourse. In conclusion, the research findings culminate in recommendations on how to improve student-teacher interactions to cultivate academic discourse socialization.