A case study on the convergence of Korean language and science as a case of convergence education

2019 ◽  
Vol 60 ◽  
pp. 267-293
Author(s):  
Eun-Soo Ryu ◽  
Hyeon-Ah Oh
Keyword(s):  
Korean Language

A topic modeling analysis of Korea’s T&I research trends in the 2010s

Babel ◽  
2021 ◽  
Author(s):  
Changsoo Lee
Keyword(s):  
Topic Modeling ◽  
Research Output ◽  
Research Trends ◽  
Korean Language ◽  
Modeling Analysis ◽  
Trends Over Time ◽  
New Research ◽  
Topic Structure ◽  
Manual Classification

Abstract The present study aims to demonstrate the relevance of topic modeling as a new research tool for analyzing research trends in the T&I field. Until now, most efforts to this end have relied on manual classification based on pre-established typologies. This method is time- and labor-consuming, prone to subjective biases, and limited in describing a vast amount of research output. As a key component of text mining, topic modeling offers an efficient way of summarizing topic structure and trends over time in a collection of documents while being able to describe the entire system without having to rely on sampling. As a case study, the present paper applies the technique to analyzing a collection of abstracts from four Korean Language T&I journals for the 2010s decade (from 2010 to 2019). The analysis proves the technique to be highly successful in uncovering hidden topical structure and trends in the abstract corpus. The results are discussed along with implications of the technique for the T&I field.

Creating Spaces for Critical Literacy for Bilingual Learners

2018 ◽  
pp. 28-46
Author(s):  
So Jung Kim
Keyword(s):  
Young Children ◽  
Critical Literacy ◽  
Literacy Practices ◽  
Korean Language ◽  
Race And Gender ◽  
Video Recordings ◽  
Field Notes ◽  
And Gender ◽  
Audio Video

With heightened emphasis on critical literacy pedagogies, attention to critical literacy for young children (CLYC) has rapidly increased. Yet, there is a paucity of studies examining CLYC in bilingual settings, particularly in Pre-K contexts. Utilizing a qualitative case study design, the current study examined how early critical literacy can be implemented as a medium to help young bilinguals critique texts and develop critical perspectives about race and gender. The study was conducted in a kindergarten classroom at the Korean Language School in a Midwestern city in the US. The data were collected over a semester using multiple collection sources including audio/video recordings, observational field notes, interviews, and children's artifacts. Findings suggest the potential of early critical literacy practices in bilingual contexts to open critical conversations about race and gender with young children. The study also provides teachers with tips on how to create supportive literary environments for young bilingual children.

Creating Spaces for Critical Literacy for Bilingual Learners

2019 ◽  
pp. 1303-1321
Author(s):  
So Jung Kim
Keyword(s):  
Young Children ◽  
Critical Literacy ◽  
Literacy Practices ◽  
Korean Language ◽  
Race And Gender ◽  
Video Recordings ◽  
Field Notes ◽  
And Gender ◽  
Audio Video

With heightened emphasis on critical literacy pedagogies, attention to critical literacy for young children (CLYC) has rapidly increased. Yet, there is a paucity of studies examining CLYC in bilingual settings, particularly in Pre-K contexts. Utilizing a qualitative case study design, the current study examined how early critical literacy can be implemented as a medium to help young bilinguals critique texts and develop critical perspectives about race and gender. The study was conducted in a kindergarten classroom at the Korean Language School in a Midwestern city in the US. The data were collected over a semester using multiple collection sources including audio/video recordings, observational field notes, interviews, and children's artifacts. Findings suggest the potential of early critical literacy practices in bilingual contexts to open critical conversations about race and gender with young children. The study also provides teachers with tips on how to create supportive literary environments for young bilingual children.

Polysemous Features of Words of Perception in English, Chinese and Korean—A Case Study of mouth, 嘴/口 and입

2016 ◽  
Vol 6 (10) ◽  
pp. 2002
Author(s):  
Chengyu Nan
Keyword(s):  
Human Body ◽  
Language Use ◽  
Speech Act ◽  
Comparative Case Study ◽  
Semantic Features ◽  
Korean Language ◽  
Physiological Phenomenon ◽  
Different Types ◽  
Physical Features

Typologically, English, Chinese and Korean belong to three different types of language. English is inflectional, Chinese is isolating and Korean is agglutinative. Therefore, words of perception in these three languages show some different semantic features. But due to similar physical features and physiological phenomenon, people speaking English, Chinese or Korean language use the same word of perception to express the same meaning or feeling. This paper makes a comparative case study of mouth, 嘴/口 and입, which have rich polysemous features. Their meanings are extended from “the part of human body” to the concrete “entrance” or “person” and then to the abstract “speech act” or “way of speaking”. The meaning extension shows semantic symmetry and asymmetry both interlingually and intralingually in the expressions not only with mouth, 嘴/口 and입 and other words of perception in three languages.

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