서사 텍스트를 사회해석 기제로 활용하는 소통 중심 다문화 교수·학습 방안 탐색

Abstract

This study designed the ‘discourse synthesis’ activity using narrative text as a ‘social interpretation mechanism’ as a prototype based on communication-centered multicultural teaching and learning components. The first step in the process of using the narrative text as a ‘social interpretation mechanism’ is to recognize the tacit references and prejudices of society by interpreting the interrelationship between characters in the text and society in the text world. The second step was to recognize the establishment of one's own values by interpreting the interrelationships of society at the time of creation. The third step was to search for a desirable community by interpreting the interrelationship between the reader and the society with regard to the text acceptance. After in-depth reading of the narrative text, the learner writes a ‘process log’ and a ‘critical essay’, imagining different levels of readers and forming internal communication with them. In this case, the first reader is ‘the self as audience’ corresponding to the learner himself, and the second reader is the real existence ‘audience addressed’ All objects existing in the classroom directly conducting the class. Correspondingly, the last reader refers to a large number of unspecified readers who are thought to be able to read the learner’s text as ‘audience invoked’ including fictional beings. Through this, learners will be able to find a desirable community in a multicultural society.