• Journal of Korean language education
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• v.29 no.1
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• pp.163-197
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• 2018

The present study suggests ways to improve the Korean proficiency screening test through an analysis of WIDA tests. A review of WIDA Screener, WIDA MODEL, and W-APT reveals that each of these three tests consists of four or five tests, corresponding to grade-level clusters. In addition, the WIDA screening tests assess both English for social communication and academic English, according to WIDA's five English Language Development (ELD) standards. Thematic folders of the ELD standards have different ranges of item difficulty, and the WIDA screening tests are adaptive tests. Lastly, the writing tests consist of performance-based tasks, and the rubric is holistic. As suggestions for improvement for Korean screening tests of the KSL curriculum, this study proposes (a) to devise items to assess academic Korean, so as to evaluate students' overall proficiency more accurately, (b) to utilize an adaptive method to screen students' proficiency more efficiently, and (c) to revise the writing tasks and rubric of the current KSL screening tests.

• Journal of Korean language education
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• v.29 no.2
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• pp.73-100
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• 2018

The purpose of this study is to investigate learner-learner dialogue during speaking tasks. In the Korean language classroom, conversation between learners is an important activity as speaking practice. However, learner dialogue is also a tool to enable learners to collaboratively conduct various cognitive activities in the classroom. In previous research, it was unfolded that through learner-learner dialogue, learners can solve second-language related problems and set a goal to carry out tasks. Therefore, this study analyzed learner-learner dialogue to investigate what kinds of cognitive activities are activated during the role-play task. As a result, the learners collaboratively generated and monitored language and content for role play. Also, in order to accomplish tasks more successfully, learners shared the same understanding about the goal of the task, and tried to manage the task procedure. Through learner-learner dialogue, learners can participate in cognitive activities such as content, language construction, and task management voluntarily without the help from teachers. This means that learner-learner dialogue can be an activity to support language learning tasks. Also, it can make learners actively involved in learning and by sharing resources with each other. It is also important that learners can experience language use that participates in real-world communication activities, such as learning in the classroom and collaborating with peer learners. This study is an exploratory study for a basic understanding of learner's conversation as a cognitive activity, and the scope of the study is limited to clarifying contents of learner-learner dialogue as a cognitive activity in speaking tasks. Based on the findings of this study, future research should be conducted on the function of learner-learner dialogue as a cognitive activity in Korean language learning and its role in the classroom of Korean language education.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.539-550
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• 2016

The purpose of the study is to conceptualize SSI-PCK by identifying major components and sub-components to promote science teachers' confidence and knowledge on teaching SSIs. To achieve this, I conducted extensive literature reviews on teachers' perceptions on SSI, case studies of teachers addressing SSIs, SSI instructional strategies, etc. as well as PCK. Results indicate that SSI-PCK include six major components: 1) Orientation for Teaching SSI (OTS), 2) Knowledge of Instructional Strategies for Teaching SSI (KIS), 3) Knowledge of Curriculum (KC), 4) Knowledge of Students' SSI Learning (KSL), 5) Knowledge of Assessment in SSI Learning (KAS), and 6) Knowledge of Learning Contexts (KLC). OTS refers to teachers' instructional goals and intentions for teaching SSIs. Teachers often present a) activity-driven, b) knowledge and higher order thinking skills, c) application of science in everyday life, d) nature of science and technology, e) citizenship and f) activism orientations for teaching SSIs. KIS indicates teachers' instructional knowledge required for effectively designing and implementing SSI lessons. It includes a) SSI lesson design, b) utilizing progressive instructional strategies, and c) constructing collaborative classroom cultures. KC refers to teachers' knowledge on a) connection to science curriculum (horizontal/vertical) and b) connection to other subject matters. KSL refers to teachers' knowledge on a) learner experiences in SSI learning, b) difficulties in SSI learning, and c) SSI reasoning patterns. KAS indicates teachers' knowledge on a) dimensions of SSI learning to assess, and b) methods of assessing SSI learning. Finally, KLC refers to teachers' knowledge on the cultures of a) classrooms, b) schools, and c) community and society where they are located when teaching SSIs.