Nicola Fraschini – författare

Innovative Methods in Korean Language Teaching showcases research-based and experience-based contributions and reflections on the potential of adopting technological and non-technological innovations to promote Korean language students’ learning.The chapters included in this book consider a wide range of innovative technologies and approaches, such as large language models, virtual reality solutions, metaverse platforms, multimodal teaching, and critical pedagogy, and represent a variety of geographical learning contexts from North America to Europe, from Korea to the broader Asia-Pacific region. Overall, these contributions make the case for embracing new technologies instead of banning them and for accepting pedagogical shifts that take into consideration contemporary understandings of the communication, teaching, and learning processes.This book will be of interest to graduate students, researchers, and practitioners of Korean language education and to those working on language teaching and learning in general, to inform future teaching practices through careful consideration of contemporary technologies and teaching approaches.

Innovative Methods in Korean Language Teaching showcases research-based and experience-based contributions and reflections on the potential of adopting technological and non-technological innovations to promote Korean language students’ learning.The chapters included in this book consider a wide range of innovative technologies and approaches, such as large language models, virtual reality solutions, metaverse platforms, multimodal teaching, and critical pedagogy, and represent a variety of geographical learning contexts from North America to Europe, from Korea to the broader Asia-Pacific region. Overall, these contributions make the case for embracing new technologies instead of banning them and for accepting pedagogical shifts that take into consideration contemporary understandings of the communication, teaching, and learning processes.This book will be of interest to graduate students, researchers, and practitioners of Korean language education and to those working on language teaching and learning in general, to inform future teaching practices through careful consideration of contemporary technologies and teaching approaches.

The Korean Case for Youth Language Learning is a collection of chapters which address the complexities at the intersection of Korean language learning, the global popularity of Korean culture, and Generation Z learners’ characteristics.The chapters included in this volume portray learning contexts spread across five continents and adopt a wide array of research methodologies, including but not limited to thematic analysis, discourse analysis, and Q methodology, to touch on important topics such as policy and curricular constraints, pedagogical approaches, and Generation Z language learners’ identity, motivation, and emotions. This volume serves as a springboard for further policy-focused, pedagogical, and empirical investigations into what the local setting, in terms of socio-cultural environment and educational infrastructure, brings into young learners’ experience of learning the Korean language.This book is a valuable guide for global teachers of Korean who seek to understand learners’ behaviour and preferences in the K-wave era, as well as policymakers within language learning education.

The Korean Case for Youth Language Learning is a collection of chapters which address the complexities at the intersection of Korean language learning, the global popularity of Korean culture, and Generation Z learners’ characteristics.The chapters included in this volume portray learning contexts spread across five continents and adopt a wide array of research methodologies, including but not limited to thematic analysis, discourse analysis, and Q methodology, to touch on important topics such as policy and curricular constraints, pedagogical approaches, and Generation Z language learners’ identity, motivation, and emotions. This volume serves as a springboard for further policy-focused, pedagogical, and empirical investigations into what the local setting, in terms of socio-cultural environment and educational infrastructure, brings into young learners’ experience of learning the Korean language.This book is a valuable guide for global teachers of Korean who seek to understand learners’ behaviour and preferences in the K-wave era, as well as policymakers within language learning education.

This volume investigates the ways in which Q methodology can uncover and foreground new perspectives and contribute to language education and language policy research. It demonstrates the flexibility of this research methodology in addressing dynamic and complex language issues across a variety of educational topics and geographical contexts. The chapter authors use Q methodology to explore topics such as identity, motivation, cognition, emotion, pre-service and in-service teacher beliefs and to evaluate language programmes, curricula and policies. These contributions highlight Q methodology’s potential to inform theoretical developments by revealing fresh perspectives on contemporary issues and generating new hypotheses. They foster further Q methodology research, demonstrating how it can contribute to a science of subjectivity and allow researchers to value the perspectives of all stakeholders for more inclusive research. This book will be of interest to graduate students and researchers in language education and language policy research and those in the broader field of social sciences looking to expand their knowledge of the methodology and how it can be used to study contemporary, dynamic and complex issues.

This volume investigates the ways in which Q methodology can uncover and foreground new perspectives and contribute to language education and language policy research. It demonstrates the flexibility of this research methodology in addressing dynamic and complex language issues across a variety of educational topics and geographical contexts. The chapter authors use Q methodology to explore topics such as identity, motivation, cognition, emotion, pre-service and in-service teacher beliefs and to evaluate language programmes, curricula and policies. These contributions highlight Q methodology’s potential to inform theoretical developments by revealing fresh perspectives on contemporary issues and generating new hypotheses. They foster further Q methodology research, demonstrating how it can contribute to a science of subjectivity and allow researchers to value the perspectives of all stakeholders for more inclusive research. This book will be of interest to graduate students and researchers in language education and language policy research and those in the broader field of social sciences looking to expand their knowledge of the methodology and how it can be used to study contemporary, dynamic and complex issues.