In order to humanize and contextualize ESL/EFL learning, poetry writing has been suggested and considered as an effective strategy for meaningful literacy. However, there is a lack of empirical evidence for the pedagogical significance of poetry writing on language learning. To make up for the dearth of research about poetry writing, the present study explored to what extent a primary English language learner can express herself through poetry writing in an American classroom and the significance of poetry writing as meaningful literacy in ESL/EFL learning. Adopting a qualitative research approach, this small-scale case study conducted textual analyses of a young English language learner’s poetry works and in-depth interviews with her. Findings suggest that poetry writing encouraged the participant learner to express herself with her own voice, enhanced her L2 linguistic awareness, provided meaningful learning opportunities―authorship and readership―, and motivated the learner to overcome challenges as an English language learner. The present study contributes to the understanding of young English language learners’ poetry writing in the field.

This study compares the phonics instruction with the whole language approach to literacy instruction in elementary English education and investigates the effects of the two approaches on literacy skills and affective factors. The experiment was conducted over eight weeks by sampling 56 fifth-graders at an elementary school in Seoul. The control group was given phonics instruction using English stories, whereas the experimental group was given the whole language approach using the same English stories. The instruments included pre- and post-reading and writing English tests and pre- and post-questionnaires. The analyses showed that the whole language approach had more positive effect than phonics instruction on improving learners’ English reading and writing ability. Furthermore, the whole language approach showed a positive change in the affective domain of interest, self-learning attitude and recognition, whereas two sectors of self-confidence and learning motivation did not show statistically significant difference compared to the control group. These results suggest that the whole language approach is more efficient than phonics instruction in developing learners’ literacy in elementary English education.

With globalization, observation was made for the need to challenge cultural homogeneity and to diversify readers’ interpretations, defining this as critical literacy. There was a lack of research on engaging the dominant in developing critical minds. This study investigated reading practices of students from privileged background when they were asked to critique what was hegemonic in a globalized society. Three Korean students were from upper-middle class backgrounds and were successful academic achievers. A qualitative research design guided the data analysis of students’ emerging patterns in reading practices. Readers took complicated paths: students were explicit in current beliefs about poverty, were critical about those naturalized view, and were bought into the dominant belief system. The reading practices that re-visit readers’ cultural view and consider diverse perspectives were suggested. Hybrid literacy practices, as opposed to having ability to read across spaces or not1 was important. Critical positions emerged when including those missing perspectives.