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English Classes in Slumber = Why Korean Students Sleep in Language Education /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	English Classes in Slumber/ by S.-H. Gyemyong Ahn, Mun Woo Lee.
Reminder of title:	Why Korean Students Sleep in Language Education /
Author:	Ahn, S.-H. Gyemyong.
other author:	Lee, Mun Woo.
Description:	XVII, 243 p. 10 illus., 1 illus. in color.online resource. :
Contained By:	Springer Nature eBook
Subject:	Language and education. -
Online resource:	https://doi.org/10.1007/978-981-15-1010-6
ISBN:	9789811510106

English Classes in Slumber = Why Korean Students Sleep in Language Education /
Ahn, S.-H. Gyemyong.

English Classes in SlumberWhy Korean Students Sleep in Language Education /[electronic resource] :by S.-H. Gyemyong Ahn, Mun Woo Lee. - 1st ed. 2019. - XVII, 243 p. 10 illus., 1 illus. in color.online resource.

Chapter 1. Why Sleeping Students? -- Chapter 2. Theoretical Underpinnings -- Chapter 3. The Study -- Chapter 4. Analyses and Actions at the Micro-Level: Classroom -- Chapter 5. Analyses and Actions at the Meso-Level: School -- Chapter 6. Analyses and Actions a the Macro-Level: Society and Culture -- Chapter 7. Reflection and Conclusion: Hope toward the Dawn.

This book explains why some Korean high school students sleep during English classes in spite of the emphasized value of English in their society. It examines how this sleeping-in-class phenomenon can be understood by means of such marginalized students’ emic outlooks on themselves, the target language, their teachers, schools, and society/culture; and by means of the views of teachers who have experienced such in-class sleepers. To understand the phenomenon more holistically, it pursues a multi-disciplinary approach drawing on studies of demotivation and amotivation, psychological needs, and student experiences of schooling, as well as sociocultural theories of learning and agency and of interpersonal dynamics, among others. On the basis of a multi-modal analysis of interview data from the student and teacher participants, it theoretically interprets the phenomenon at the classroom (‘micro-’), school (‘meso-’) and society-culture (‘macro-’) levels. Taking a humanistic/existential approach to education, it subsequently presents a number of cultural actions that it advocates implementing in a situation-sensitive manner to help in-class sleepers and their educational institutions awaken from their chronic slumber. Lastly, it presents practical and theoretical implications for more humanistic pedagogy, and global studies of student disengagement, in English-as-a-foreign-language classes.

ISBN: 9789811510106

Standard No.: 10.1007/978-981-15-1010-6doiSubjects--Topical Terms:

555467
Language and education.

LC Class. No.: LC8-6691

Dewey Class. No.: 407.1

English Classes in Slumber = Why Korean Students Sleep in Language Education /
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520 $a This book explains why some Korean high school students sleep during English classes in spite of the emphasized value of English in their society. It examines how this sleeping-in-class phenomenon can be understood by means of such marginalized students’ emic outlooks on themselves, the target language, their teachers, schools, and society/culture; and by means of the views of teachers who have experienced such in-class sleepers. To understand the phenomenon more holistically, it pursues a multi-disciplinary approach drawing on studies of demotivation and amotivation, psychological needs, and student experiences of schooling, as well as sociocultural theories of learning and agency and of interpersonal dynamics, among others. On the basis of a multi-modal analysis of interview data from the student and teacher participants, it theoretically interprets the phenomenon at the classroom (‘micro-’), school (‘meso-’) and society-culture (‘macro-’) levels. Taking a humanistic/existential approach to education, it subsequently presents a number of cultural actions that it advocates implementing in a situation-sensitive manner to help in-class sleepers and their educational institutions awaken from their chronic slumber. Lastly, it presents practical and theoretical implications for more humanistic pedagogy, and global studies of student disengagement, in English-as-a-foreign-language classes.
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