Speaker
ABSTRACT
In this presentation, a teacher of a CLIL course using Korean Pop (Kpop) music to help students understand their lives in more complete global and social contexts will outline successes and challenges faced. The class used Kpop as a means to help students investigate three major social issues. Gender inequality was examined in the contexts of Kpop’s unique, but still harsh gender norms. LGBTQ+ rights were discussed alongside readings about the amount of political power idols have at their disposal (Lee & Kao, 2021). Economic inequality served as the basis for examining the idol system and how it favors the wealthy. This course served to help students bridge the gap between passively partaking in Kpop and examining it academically. Topics including group concepts, dance, lyrics, music, and fashion were used. Courses were taught with an emphasis on project based assessment and student centered learning while Sustainable Development Goals served as an overarching framework. Discussed topics will include curriculum design, student feedback, and future directions.
KEYWORDS
Global Issues
CLIL
Music
Critical Thinking
| TITLE | Using Kpop and CLIL to Teach Global Issues |
|---|---|
| RELEVANT SIG | Global Issues in Language Education |
| FORMAT | Practice-oriented Oral Face-to-face presentation (25 minutes, including Q&A) |
| First-time presenter? | First-time presenter |
