This study investigated the convergence of content and language integrated learning, translanguaging, and global citizenship education in an EFL tertiary English class. Conceptualized within translanguaging as an assemblage for meaning-making, machine translation was incorporated into the course in a way that EFL bilinguals could fully avail themselves of their linguistic repertoire for the learning of global citizenship and language. The analyses of thirty-three students’ response essays and survey results demonstrate the success of MT as both a scaffold for bridging language-content gaps and a tool for language acquisition. Design features, perceived as important, were a careful introduction and training on MT use and teacher feedback on MT-assisted writing. Survey results emphasize the crucial role of the students’ L1 in meaning-making. The study offers a practical guide for educators interested in using MT in L2 writing instruction and encourages further research on the theoretical and pedagogical applications of translanguaging in diverse EFL contexts.

With YouTube’s overwhelming share of the market, research on analyzing the types of content on YouTube is essential. An analysis of major global fashion YouTubers that the types of video content could be largely classified into three main categories: Fashion, beauty and daily life. The fashion category was subdivided into styling and fashion product review content type. The beauty category was subdivided into tutorials, beauty product reviews, and beauty tip content types. The daily life category was subdivided into daily sharing, consultation, and Q & A content types. Video content within fashion YouTuber channels is accompanied by expertise in fashion and beauty. At the same time, videos on daily life are uploaded, and through interactive communication with viewers, YouTubers form an intimate bond with subscribers. Content emphasizing entertainment, not just information delivery that introduces fashion products, is attracting growing interest among subscribers. This study analyzed the content of the increasingly popular fashion YouTuber channels and determined its important characteristics. The study makes a significant contribution to academic research by laying a foundation for future studies of YouTube content in the fashion field. Since differences in country of birth and race among YouTubers may influence content production, follow-up research will be conducted on the types and characteristics of domestic fashion YouTubers.

본 연구에서는 세계화 시대에 적합한 다문화교육의 방향을 탐색하기 위해 중국의 중학교 ‘역사와 사회’ 교과서 1종, 2권을 분석하였다. 분석기준은 글로벌 다문화교육 관점에서 문화적 다양성에 따른 국가, 인종(민족 포함), 종교, 사회계층, 연령, 성별, 장애 등 일곱 가지 범주였다. 분석방법은 양적 방법과 질적 방법이다. 분석범위는 다문화교육 내용을 집중적으로 다루는 문화 주제들이다. 이에 따라 다문화교육은 어떤 측면의 문화적 다양성을 주목하였고 어떠한 관점에서 다루어졌는지를 분석하였다. 분석 결과, 중국의 다문화교육은 국가와 인종·민족의 다양성을 중심으로 설명되었지만, 국가와 민족이 같은 의미로 사용되었기 때문에, 사실상 국가문화의 차원에서 ‘세계문화 백화원’을 제시하여 국제이해교육을 지향하였으며, 국내의 다민족·다문화 교육을 전혀 언급하지 않았다. 이러한 다문화교육은 글로벌 다문화교육의 관점에서 볼 때, 국제이해교육의 차원에 머물러 있는 수준으로, 국제이해교육과 다문화 교육을 통합시켜 다문화이해를 바탕으로 평등, 정의, 공존을 추구하는 글로벌 다문화교육과는 아직 거리가 있다는 한계를 보였다. 이상 분석 결과를 토대로 사회과 교육과정과 교과서에서 다문화교육 내용을 선정할 때 고려할 사항들을 네 가지로 제안하였다. 첫째, 다문화교육은 국가, 인종, 민족, 종교, 사회계층, 연령, 성별, 장애 등을 포괄하는 넓은 의미의 문화적 다양성을 반영해야 한다. 둘째, 다문화교육은 국제이해교육의 차원을 넘어서 다문화이해를 바탕으로 공존, 평등, 정의를 추구하는 글로벌 다문화교육의 차원으로 확대될 필요가 있다. 셋째, 다문화교육은 특정 단원·주제에 추가적으로 다루어지는 기여적 접근과 부가적 접근을 넘어서 변혁적 접근과 사회적 행동 접근으로 나아가야 한다. 넷째, 지방교육과정과 학교교육과정뿐만 아니라, 국가교육과정 및 이에 따른 교과서에서도 다민족교육을 반영할 필요가 있고, 또 중국에 거주하는 외국인도 다문화교육의 대상으로 고려할 필요가 있다.

The total electron content (TEC) using global positioning system (GPS) is analyzed to see the characteristics of ionosphere over King Sejong station (KSJ, geographic latitude 62°13′ S, longitude 58° 47′ W, corrected geomagnetic latitude 48° S) in Antarctic. The GPS operational ratio during the observational period between 2005 and 2009 is 90.1%. The annual variation of the daily mean TEC decreases from January 2005 to February 2009, but increase from the June 2009. In summer (December-February), the seasonal mean TEC values have the maximum of 26.2 ± 2.4 TEC unit (TECU) in 2005 and the minimum of 16.5 ± 2.8 TECU in 2009, and the annual differences decrease from 3.0 TECU (2005-2006) to 1.4 TECU (2008-2009). However, on November 2010, it significantly increases to 22.3 ± 2.8 TECU which is up to 5.8 TECU compared with 2009 in summer. In winter (June-August), the seasonal mean TEC slightly decreases from 13.7 ± 4.5 TECU in 2005 to 8.9 ± 0.6 TECU in 2008, and the annual difference is constantly about 1.6 TECU, and increases to 10.3 ± 1.8 TECU in 2009. The annual variations of diurnal amplitude show the seasonal features that are scattered in summer and the enhancements near equinoxes are apparent in the whole years. In contrast, the semidiurnal amplitudes show the disturbed annual peaks in winter and its enhancements near equinoxes are unapparent. The diurnal phases are not constant in winter and show near 12 local time (LT). The semidiurnal phases have a seasonal pattern between 00 LT and 06 LT. Consequently, the KSJ GPS TEC variations show the significant semidiurnal variation in summer from December to February under the solar minimum between 2005 and 2009. The feature is considered as the Weddell Sea anomaly of larger nighttime electron density than a daytime electron density that has been observed around the Antarctica peninsula.