This study explores the ways in which sociocultural perspectives on English language education can contribute to teacher education the era of artificial intelligence (AI). Three key words that represent the relationship between sociocultural perspectives and English teacher education—context, interaction, and social practice—can each be linked to the key concepts of criticality, multimodality, and action research. Teachers of English need to be ready for the forthcoming changes in the AI era, for which they must be equipped with a critical ability to focus on issues and needs in the Korean context. This ability can be applied in teaching students various types of interactions, especially those involving the use of computers, and will create opportunities for teachers to conduct research of their own and cultivate a professional teacher identity. This study concludes by recommending substantial changes in the current pre-service and in-service English teacher education programs in accordance with these key concepts.

This study examines the concept of Korean ethnicity by looking into how the Choseonjok, ethnic return migrants from China, are perceived in online news comments. Data were collected from 3,109 comments, which were written in response to 28 news articles regarding the Choseonjok, and analyzed using a Python-based text-mining technique and critical discourse analysis. The findings show that the commenters perceived the Choseonjok negatively, including as potential criminals or social vice. They not only placed the Choseonjok in an inferior position to pure Koreans but also excluded them from the category of compatriots, arguing that speaking the same language and sharing a similar appearance were not enough to make the ethnic return migrants Korean compatriots. This study critically demonstrates how a group of ethnic return migrants is depicted in online public discourses and how this portrayal can shed light on the conceptualization of Korean ethnicity in this era of multiculturalism.

This study examines how students and instructors perceived online instructors’ roles in asynchronous courses designed for language teachers. Five instructor interviews, 46 student questionnaires, and ten course evaluation summaries presenting the opinions of 69 out of 120 students in total were analyzed. Based upon Berge’s (1995) framework, asynchronous online course instructors’ roles were divided into four categories: pedagogical, social, managerial, and technical. The results highlight and give suggestions to what is characteristic and likely problematic in online teaching—using the tools and pedagogical techniques to make learning more social than conventional classroom exhibit, orchestrating discussion not only technically but also by instructing and modeling effective postings, assessing the various ways that students participate in the class, and managing time, the students’ as well as the instructor’s. This study provides an opportunity for language educators and researchers to think about the unique characteristics of web-based distance education in general and the changing roles of instructors in that new form of education in more critical way.

추출크로마토그래피법과 액체섬광계수법을 이용하여 고체 시료중의 와 방사능을 측정할 수 있는 분석법을 확립하고 연구로 2호기의 해체시 발생되는 방사화된 콘크리트 폐기물을 분석하였다. 침전법과 추출크로마토그래피법으로 화학분리를 하면, 경우 Fe의 화학적 회수율은 대부분의 시료에서 90%이상이었으나 Ni의 회수율은 43.6과 46.5%를 나타낸 시료가 있으며 나머지는 62% 이상을 나타내었다. Spiked 시료를 이용하여 분리과정과 액체섬광계수법의 과정을 확인한 결과 의 경우는 3.7% 오차내의, 의 경우는 0.7% 오차내의 결과가 얻어졌다. 연구로 2호기의 해체 콘크리트 시료중 방사능은 MDA이하의 값도 있으나 TC3시료의 경우는 362Bq/g의 값이 얻어졌다. 그리고 의 경우는 모든 시료에서 MDA이하 값이 얻어져 이 존재하지 않음을 알 수 있었다. 그리고 콘크리트 벽의 해체시 표면의 시료는 의 방사능이 높다가 표면으로부터 깊은 시료일수록 의 방사능이 급격히 줄어들었다.