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22대 대한민국 국회 국회정보길라잡이 국회의원검색
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This study investigates the social construction and continual (re)production of the cultural Other through educational materials, focusing on Korean middle school English textbooks. Twelve middle school English textbooks from four publishers were collected and analyzed, with a focus on how they (mis)represent cultures and practices of minority groups. Utilizing critical content analysis to examine both visual and written texts in the textbooks, this research uncovers recurring patterns of exoticizing and commodifying Hawai’ian culture, homogenizing African culture, and romanticizing Indigenous peoples. The findings contribute significantly to our understanding of how cultural representations in English as a Foreign Language (EFL) textbooks shape perceptions and influence societal dynamics. They also illuminate how these representations reflect and perpetuate Eurocentric colonialist discourse. Moreover, the results underscore the importance of equipping educators, especially English teachers, with critical literacy. This empowers them to identify hidden power relations that reinforce stereotypes, and actively engage in the construction of a more inclusive and equitable society.

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Chinese university students’ perceptions of transitioning to EMI through metaphor analysis : insights for enhancing language support for engineering students Yoo Young Ahn p. 3-26

(The) effects of multisensory memory strategies on Korean EFL students’ vocabulary learning Migyeong Jang, YiBoon Chang p. 27-57

Machine translation use as translanguaging in content and language integrated learning : a case study in a general English course for global citizenship Eun-Yong Kim, EunJou Oh p. 59-82

Primary teachers’ knowledge base of pronunciation instruction : their content knowledge, pedagogical content knowledge, and technical pedagogical content knowledge Jiyeon Kim p. 83-111

(An) English for Specific Purposes (ESP) teacher’s identity transformation process Myonghee Kim p. 113-134

Fostering creativity-convergence competency in an EFL multiliteracies-based literature classroom Pirae Kim p. 135-163

Ought-to L2 self and its influence on L2 motivation and demotivation : a case of college English majors Eunbi Kwon p. 165-189

Exoticism of the other : (mis)representations of culture in English textbooks in Korea Chee Hye Lee p. 191-218

Effects of self-regulation, goal orientation, and anxiety on EFL speaking in metaverse and face-to-face contexts Juhee Lee, Yujung Ko p. 219-248

Does reading mediate the relation between productive vocabulary and writing or is it the other way around? Youngsun Moon, Yusun Kang p. 249-270

Translingual practices in a Korean boy’s playdates Hyejeong Park p. 271-292

Effects of exposure frequency, depth of processing, and activity repetition types on vocabulary learning Ji-Won Shin, Jie Young Kim p. 293-322

(An) EFL model of critical literacies : adapted and reshaped from previous studies Young-Mee Suh, Seonmin Huh p. 323-345

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