"Speaking Back" from the English Periphery: Art-Work in a South Korean High School English Classroom.

摘要: South Korean English language teaching (ELT) has typically been represented as an arena dominated by excessive competition, test preparation, and the mastery of linguistic forms (Choi & Park, 2013; 2009). These notions have compounded stereotypical depictions students passive learners incapable critical thinking (Shin Crookes, 2005). While research suggests that top-down reform policies failed to impact culture education (McGuire, 2007; Shin, 2012), possibility a relevant arts-based literacy curriculum in ELT not explored. This paper reports on classroom inquiry project designed engage counter-literacies (Pennycook, 2010) transgressive expression (Duncum, 2009) through economically disadvantaged neighbourhood outskirts Seoul. came about response school mandate use medium newspaper centrepiece for high-school with low intermediate proficiency. We drew inspiration from Front Page which visual artist Nancy Chunn wrote painted across The New York Times front pages every day one year. She described these actions "speaking back" voices power heard authoritative media outlets. With hopes encouraging practices move beyond decoding comprehension, we asked "tag up" newspapers writing or drawing their pages. Drawings, graffiti-like slogans, other multimodal representations suggest nuanced understandings how participants felt positioned consumers texts largely absent themselves. opportunity environment evoked complex responses editorial, economic, political ways excluded more formal curriculum. argue this dialogic, irreverent, colourful exercise provided at periphery could respond authority variety artistic forms. short unit offers starting point implementation approach multilingual literacies. In particular, offer avenues marginalised develop unique spaces beyond.