As Korea has recently become a multicultural society, English teachers acknowledge the need to address anti-racism in the classroom. However, how to raise students’ racial awareness and ways to incorporate racial issues into English language instruction have not been sufficiently studied in the Korean teacher education context. The aims of this study were to provide pre-service English teachers with a guide to implementing antiracist pedagogy in their language teaching and assessing its impact on their racial literacy development and to examine how pre-service English teachers’ racial literacy can be developed through multiple self-reflective practices and microteaching experiences in their teacher education programs. This paper first introduces an anti-racist curriculum for pre-service English teachers intended to raise their multicultural awareness, and then provides multiple educational resources and teaching strategies to help them become culturally responsive language teachers. The paper concludes with some pedagogical implications regarding the necessity of including culturally responsive teaching in teacher education programs.

This case study investigated parental language ideologies and the underlying social and familial factors affecting the construction of attitudes toward bilingual parenting and how the parents’ ideologies affected the formation of family language policy and home language practices. Numerous familial factors were examined, such as parents’ socioeconomic status, educational attainment, and relationships with their children, as well as social context factors. The results of the study suggested the interconnectedness of the parents’ beliefs with the status of the English language in Korean society and the role of family capital in supporting English language use at home. Several factors affecting bilingual parenting were also investigated, such as parents’ language proficiency, available learning resources, and parents’ consistency in parenting, and use of English as the medium of communication at home. The results may resonate with the experiences of many Korean parents who have been practicing home bilingual education or are planning to do so in the near future.

Literature has been repeatedly recognized as an effective source of authentic materials in EFL classrooms. Literature exposes learners to coherent and expert writing which can enable them to write better and facilitates students’ creative writing skills. The purpose of this study was to investigate the teaching procedures of using short fiction in a Korean high school EFL course in which English writing and reading skills are integrated and to provide pedagogical suggestions for using authentic literature in EFL classrooms. First, this paper introduces a theoretical discussion of the advantages of using short fiction in an English writing instruction, and discusses reasons for selecting the Korean short novel Dongbackkot and the English short story “Araby” as resources for writing. After that pedagogical steps with practical classroom activities are described. We hope that the pedagogical suggestions provided here may inspire English teachers to design their teaching materials using appropriate literary texts to improve their students’ English essay writing and balanced communication skills.

본 연구는 고등교육 국제화를 위한 정부와 대학들의 노력의 결과, 국내 외국인 유학생 수가 최근 16만 명을 넘어선 가운데, 한국에 유학 온 아시아 유학생들의 대학생활 적응에의 어려움과 그 과정 속에서의 스스로 어떻게 극복해 나가는지 알아보기 위해 부산 소재 A 대학교의 아시아 유학생 7명을 대상으로 심층면담을 통해 진행되었다. 모든 전사된 내러티 브는 개인의 결정적인 경험(critical experiences)과 심리적 변화를 경험한 결정적 순간(critical moments)을 중심으로 분석되었다. 유학생들의 한국 대학 진학 동기는 한국어와 한국 문화에의 동경, 가족 및 주변인의 추천, 스스로 발전을 위한 준비 등으로 나타났다. 그들의 한국 문화 적응 초기 경험하는 어려움은, 한국어로 인한 소통의 문제, 정서적 외로움, 새로운 환 경에의 적응 문제 등으로 나타났으며, 초기 경험한 어려움에 대한 적응기에 접어들면서 친구관계, 학업 스트레스는 감소되는 반면, 미래와 취업에 대한 고민의 증가, 그에 대한 학교와 한국에의 도움을 기대 등의 범주로 나타났다. 본 연구결과는 진정한 대학교육의 국제화를 실현하기 위한 한국 정부와 대학 관계자들의 방안 마련에 기초적인 자료로 활용될 구 있을 것이다. 또한, 외국인 유학생의 한국어 습득을 돕고, 한국 학생들과 함께 어울릴 수 있는 기회를 만들며, 취업 기회를 늘려 진정한 다문화 사회를 이루기 위해서는 한국인들의 마음가짐과 노력이 필요함을 시사한다.

This study was carried out to examine the characteristics of hydrogen sulfide adsorption using an iron hydroxide-based adsorbent. The prepared adsorbent was discussed with regard to its adsorption capacity and analyzed via surface analysis methods to illustrate the physical characteristics of hydrogen sulfide adsorption. As the drying temperature increased, the adsorption capacity of the adsorbent decreased from 29.15wt% to 22.73wt%. The adsorption capacity was decreased as the space velocity increased and showed an adsorption capacity of about 3.65 at 3,157.6 h−1. The effect of sulfur dioxide was to decrease the adsorption capacity from 29.15wt% to 27.94wt%. The adsorbent exhibited the amorphous type in its physical appearance based on XRD and EDS analysis.