Faculty of Educaton

Konglish is a blend of Korean and English found throughout South Korea, and often suffers for lack of prestige amongst Koreans. The primary aim of this article is to determine the reasons behind Konglish's low social status in Korea. I begin my investigation by exploring Korean public space as linguistic space, and examining in what social and cultural capacities Koreans use English, Mandarin, Korean, and Konglish. I then shift in part II to discuss perceptions of Korean and English inside Korea. Having analysed Koreans’ attitudes towards Konglish's parent languages, I discuss in part III why Konglish struggles for social legitimacy, despite its ubiquity. In the course of this investigation it will become clear that Koreans often deride Konglish for its ease of use. Because one absorbs it organically through cultural exposure rather than hours of study and millions of won in tuition fees, Konglish accords none of the prestige that comes with Standard English; meanwhile, Konglish's mixed nature means not only that it cannot benefit from the national pride Koreans associate with ‘pure’ Korean, but also that this pride harms Konglish's reception throughout the country.

Simon Featherstone argues that Great War-writers like Siegfried Sassoon developed a “politics and poetics of exclusive knowledge” founded upon war-experience (446). Excluded from front line participation—and thus from anthologies centred upon combat-experience—Virginia Woolf’s women characters nevertheless also perform the work of mourning necessitated by war. If the war is “over” for Clarissa Dalloway, it is not so for Mrs Foxcroft or Lady Bexborough, whose “nice boy[s]” were killed (4). Meanwhile, Septimus Smith’s suicide brings war back to Clarissa and his widow Lucrezia, and war-death informs the women focalizing Jacob Flanders in Jacob’s Room and Lily Briscoe in To the Lighthouse. Whether to spouse, son, or near-stranger, Woolf’s women repeatedly turn their thoughts to the war’s dead, attempting to make sense of their losses.
Recent scholarship has incorporated women’s war-experiences through their commemorative-poetry (Featherstone 445), and Erin Penner has briefly posited Woolf’s transformation of the elegy by “rewrit[ing]” it “into prose” (25). Building upon these innovations, I examine Woolf’s depiction of women’s mourning in the aforementioned novels. Although Woolf felt it “impossible to overlook” Sassoon’s soldier’s perspective—one closed to her and her women characters—her women nevertheless commemorate loss as Sassoon does in his war-poetry: by repeatedly and involuntarily remembering their deceased objects as they attempt to go about their lives (qtd. in Das 9). They maintain thereby an individual connection with the dead that traditional elegiac consolation would foreclose. Soldier-poets thus “founded” an elegiac canon of perpetually-delayed consolation, constituting a new form of commemorative writing. Via their subversion of traditional elegiac form, I contend, Woolf’s novels perform a similar operation via prose fiction, expanding thereby the category of individual war-mourner to include women on the Homefront.

1914-1945 -- the period Siegfried Sassoon called “a cemetery for the civilized delusions of the nineteenth century” -- saw millions of Britons fighting in two world wars and the Spanish Civil War, and marked a significant evolution in views about testimonial authority in wartime (Weald 274). Of prime importance is the changing status of frontline testimony exemplified by soldier-poets’ narratives of the Great War. In their commemorative writings, Sassoon and his peers argued for a radical shift away from the authority traditionally accompanying Government, Army, and journalistic accounts of war, and towards the direct experience of frontline combatants. While the protest-poet’s war-narrative and its discounting of homefront experience held a unique authority in the immediate aftermath of the conflict, recent scholarship has demonstrated that this authority was challenged in Britain’s succeeding wars. This panel proposes reading Britain’s evolving relationship to war and testimonial authority through three key writers who each survived multiple unique engagements with twentieth-century warfare.

Less well-known than his poetry and memoirs, Sassoon’s autobiographies were composed from the uncomfortable position of “armchair-combatant” during the Second World War. Forced into the helpless position of those he had long rallied against, Sassoon-as-civilian reluctantly reoriented his approach to narrative authority by retroactively incorporating non-combatants’ experiences of war and suffering into his own autobiographical testimony.

Another evolving perspective on narrative authority is that of Basil Bunting, who was imprisoned for refusing to be conscripted in 1918. His poem about this traumatic episode, “Villon,” is as physically personal as the protest-poets’ works. Bunting imbues his work with Eliotic references to the deep European past. Reflecting on Bunting’s position as conscientious objector, “Villon” interweaves that deep past in a way that combatant-poetry generally eschews. Despite his experience in WWI, however, Bunting later served as an intelligence officer in Persia during WWII. In “The Spoils”, and the autobiographic “Briggflatts”, Bunting refers to his time on the active side of military duty through allusions to Europe and Britain’s martial and epic-poetic past.

Finally, George Orwell demonstrates an evolving position on frontline correctives to homefront propaganda in his writings on the Spanish Civil War. Homage to Catalonia emulates the soldier-poets’ “debunking” vision of war, suggesting an analogy between anti-fascist jingoism in 1937 Britain and homefront propaganda from 1914-1918. Orwell’s suspicion of atrocity propaganda leads him to modify his frontline testimony, effacing references to pain and suffering, and downplaying the dangers represented by bombing planes. In 1942, however, Orwell revisits this manipulation of testimonial authority with shame, recognizing that his (and others’) practice of lingering on the problematic effects of homefront propaganda had contributed to a culture of appeasement. Orwell’s mature perspective on atrocity propaganda illuminates key factors in the evolving relationship between frontline testimony and homefront culture between the wars.

Thus, each of these writers used his own experience of Britain’s later conflicts to reconsider the testimonial authority staked by the soldier-poets of 1914-18. They advocate against any monumental war-myth, calling for a reconstruction of testimonial writing that relies upon polyphonic sources, including, but not limited to, frontline combatants.

n her introduction to Alice Munro's 1998 volume The Love of a Good Woman, A.S. Byatt notes that "Munro is fluidly inventive in her use of time and tense, as she is in her point of view. She makes long, looping strings of events between birth and death, recomposing events as memory does, but also with shocking artifice" (xv). Indeed, the collection's opening and title story presents the reader with these confusions of time and tense so thoroughly that, since its first publication, Robert Thacker has described it as "a central Munro text," and Dennis Duffy has lauded it as a "pivotal work in the structure of her fiction" (qtd. in Ross 786). In confining itself to the title story, however, this criticism has missed the equally multifaceted enigma that is the volume's next story, "Jakarta." As Catherine Sheldrick Ross argues, The Love of a Good Woman "offers. .. readers eight stories that seize us by the throat," and together they represent Munro's return "to earlier material. .. [but] in a form that is more complex and multilayered" (786). "Jakarta" is no exception. In Byatt's opinion, the story is "[o]ne of Munro's great achievements" because of its "steady, quotidian, inexorable movement of time" and its "giddy shifts of point of view" (xv). Similarly, though Ross's next assertion again concerns the title story, it is as crucial to

Fraternity on the Front Lines examines the relationship between kinship and commemoration in the Great War diaries, poetry, and autobiographical prose that Siegfried Sassoon composed between 1915 and 1945. I contend that Sassoon's account of his front-line service first developed as a direct consequence of the fictive kinship bonds that united fighting men together in France, to the exclusion of the Homefront civilians from whom these soldiers felt themselves irreparably exiled. These men perceived their shared combat experience as forming the foundation of their interdependent relationships, and of the war narrative that they soon produced. That narrative's publication in their war-poetry and memoirs in turn supplied vivid details of the war that had remained otherwise inaccessible to most civilians even after 1918. Whatever its hostility to non-combatants, then, Britons began to adopt much of the combatantwriter's seemingly unimpeachable account nearly verbatim: soldiers' writings retroactively redefined the nation's larger relationship to the war so that the collective British war narrative after 1930 came to over-emphasise the figure of the soldier-poet, around whom it began to build a canon of war-books. While recent scholarship has worked to rediscover writings by the very groups that soldier-kin sought to exclude-women, conscientious objectors, colonial subjects, If it presents itself as the neat culmination of one's development as a student and researcher, a dissertation like this is in fact the end product of decades of nurturing and support. The first people that I need to thank, then, are those most special loved ones without whom I could not have undertaken this research. First amongst these worthies is my closest consultant, confidante, and emotional mainstay, my wife Stefanie McPhail-this dissertation is dedicated to her. I also want to say thank you to the best parents anyone could have asked for, Dennis and Bonnie McPhail, who have been there from before day one to celebrate every achievement and commiserate over every setback. Thanks also to my adoptive parents David and Susan Munford, who welcomed me into their family and added to the well of love and support in which I had already found myself. We miss you more each and every day Sue. To my brothers and sisters, by birth or by marriage, thank you all. To my writing partner Francesca and her new assistant Greta, thanks for keeping me on task. My first scholarly debt is to my doctoral supervisor, Garry Leonard. Since we met in my first year, Garry's poking and prodding, his questions and his suggestions, have all challenged me to continually evolve my thinking on this project without ever feeling that I had ceded control over the direction in which it was heading. Garry has been an excellent support not only in the literal sculpting of the thesis but also in my wider development as researcher and pedagogue during my tenure at Toronto-he has offered the same calm and experienced advice in response to questions about external publications and teaching problems as he has lent to my research. I am also grateful to my other committee members, Paul Stevens and Greig Henderson. Not only has Paul's expertise in the literature of the Great War made him a perfect sounding board for my ideas on the conflict and the works composed in its wake, but his lived experience as a soldier serving in 1 st Battalion, The Royal Welch Fusiliers enabled him to provide those crucial insights not to be found in the written scholarship he knows so well. Greig, meanwhile, gave me a muchneeded first nudge in my search for the theoretical materials on life-writing upon which chapters 4 and 5 depend so heavily. His inexhaustible patience with my writing's stylistic shortcomings is matched by his careful attention to the smallest details in the many drafts I have submitted to his scrutiny across the years. I also want to thank my internal examiner, Richard Greene, and my v external examiner, Vincent Sherry, for their pointed questions and considered suggestions for the future of this project during my defence. I am also indebted to a number of teachers, advocates, and friends at the University of Toronto who have always made me feel welcome and valued during my nearly six years at this institution. These include Nick Mount and Daniela Janes, the instructors under whom I repeatedly worked as a teaching assistant. I want to thank Nick and Daniela not simply for imparting to me many helpful teaching practices that I continue to employ in my classrooms, but also for allowing me repeated opportunities to attempt them myself. Carol Percy has been an excellent moral and intellectual support from the time of my first M.A. application to the Department in 2014. To my own brothers-in-arms-Rohan Ghatage, Billy Johnson, and Kyle Kinaschuk-my own fight has ended; I'll see you all soon on the other side. To my other graduate friends and colleagues, too numerous to name individually here: you know who you are and just how grateful I am for all that you do. Finally, I want to thank the dedicated administrators whose commitment and proficiency keeps the Department of English running so smoothly: Tanuja Persaud, Marguerite Perry, and Sangeeta Panjwani. Each of you is a key lifeline to the Department's graduate students. Thanks are also owing to those steadfast colleagues not currently located at Toronto. First among these are Pat Rae and Tracy Ware. Without Pat's undergraduate course on war-writing I would likely never have discovered how fascinating Sassoon's full life-story truly was; I am confident that this project would have never come to fruition without the near-decade of guidance she has since provided. It is thanks in large part to Tracy that I first saw my own name in print, and his perspective as non-specialist on British war-writing has allowed him to ask the pointed questions that so often elude those of us with our noses too close to the books in question. John Wells' excellent advice in the months preceding my visit to Cambridge University Library allowed me to make the absolute most of the five days I spent in the Sassoon Archives. Thanks also to my Woolfian friends-Drew Shannon, M. Rita D. Viana, and Jean

The purpose of this literature review was to determine what evidence there is that instructional designers apply ID Models, as well as to establish what other activities and processes they might use in their professional activities. Only ten articles were located that directly pertained to this topic: seven reporting on empirical research and three case descriptions recounting development experiences. All ten papers pertained to process-based ID models. Results showed that, while instructional designers apparently do make use of process-based ID models, they do not spend the majority of their time working with them nor do they follow them in a rigid fashion. They also engage in a wide variety of other tasks that are not reflected in ID models.

This exploratory study systematically examined the learning experiences of graduate students in an Online Learning Environment (OLE), with the aim to understand how the research participants' cultural conditions affect their learning in virtual spaces. Twelve graduate ...

An increasing number of international students come to Canada for their higher education. As a unique group on Canadian campuses, international students deserve our attention so that we can understand their special needs. Using Tinto’s retention model as a theoretical framework, this study investigates the experiences of the first year international students at a Canadian university. It pays special attention to the challenges these students face in the process of their social integration into the new learning and living environment. Data were collected through surveys and focus groups. Data analysis reveals a comprehensive picture of international students’ socialization patterns and challenges. Since student retention has been a central concern for many universities, the findings of this study are informative for higher education institutions to optimize their services to meet international students’ preferences and needs.

This case study investigates how well secondary preservice teachers are prepared to use technology in teaching in China. The study focuses on a teacher education program that is a representative of many of those in mid-sized Chinese universities. It examines participants' experiences with, perspectives of, and expectations about the use of technology and the training they are receiving in this area. Data collected through survey and interviews indicate that research participants have similar perspectives regarding the use of technology in teaching and the integration of technology in teacher education as their counterparts elsewhere. They reported an overall low level of ability to use technology and shared some concerns with the technology training they received from the teacher education program. Perspectives on social software The technology course did not cover social software such as blogs, QQ (popular online communication software in China), and MSN. Participants' perspectives on these technologies were largely based on their personal experiences. One participant believed that "Blog is used for personal purpose only and did not have connection with teaching." Another participant saw the potential of blogs to "enhance the communication between the teacher and students, but cannot help much with classroom instruction." When asked whether the social software could be used for the purpose of communication among students, participants provided positive attitudes. But they

This exploratory case study examined pre-service teachers' expectations of and attitudes toward the learning and integrating of ICT into their teaching, and their perceptions of the availability and use of ICT in the Teacher Education Program (TEP) and their placement schools. For two years in a row the researchers collected data through online survey and focus group meetings. The findings confirm what has been reported in the literature, but also identify some challenges which may be present internationally in TEPs, such as inadequate access to ICT both in TEPs and in schools, and lack of modeling by tertiary instructors.

This case study investigates how well secondary preservice teachers are prepared to use technology in teaching in China. The study focuses on a teacher education program that is a representative of many of those in mid-sized Chinese universities. It examines participants' experiences with, perspectives of, and expectations about the use of technology and the training they are receiving in this area. Data collected through survey and interviews indicate that research participants have similar perspectives regarding the use of technology in teaching and the integration of technology in teacher education as their counterparts elsewhere. They reported an overall low level of ability to use technology and shared some concerns with the technology training they received from the teacher education program. Perspectives on social software The technology course did not cover social software such as blogs, QQ (popular online communication software in China), and MSN. Participants' perspectives on these technologies were largely based on their personal experiences. One participant believed that "Blog is used for personal purpose only and did not have connection with teaching." Another participant saw the potential of blogs to "enhance the communication between the teacher and students, but cannot help much with classroom instruction." When asked whether the social software could be used for the purpose of communication among students, participants provided positive attitudes. But they

This article theorizes the functional relationship between the human components (i.e., scholars) and nonhuman components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars' reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human constituents of an academic realm, with the two shaping one another. One implication of this proposition is that these non-human elements exist as political 'actors', just like their human counterparts, having 'agency'-which they exercise over humans. This turns academic domains into political (functional or dysfunctional) 'battlefields' wherein both humans and non-humans engage in political activities and actions that form the identity of the academic domain. For more information about the authorship approach, please see Al Lily AEA (2015) A crowd-authoring project on the scholarship of educational technology. Information Development.

to facilitate communication and collaboration among researchers, innovators, practitioners, and administrators of education and training involving innovative technologies and/or distance learning. The Journal is monthly, refereed, and global. Intellectual property rights are retained by the author(s) and a Creative Commons Copyright permits replication of articles and eBooks for education related purposes. Publication is managed by DonEl Learning Inc. supported by a host of volunteer editors, referees and production staff that cross national boundaries. IJITDL is committed to publish significant writings of high academic stature for worldwide distribution to stakeholders in distance learning and technology. In its first eight years, the Journal logged over eight million page views and more than one and one half million downloads of Acrobat files of monthly journals and eBooks.

An exploratory case study was designed to obtain pre-service teachers’ expectations of and attitudes toward the learning and integrating of Information and Communication Technologies (ICT) into their teaching and learning. Given the diverse demographic backgrounds and social conditions of the teacher candidates, such as age, gender, English language proficiency, and previous education, a wide range of responses to the online survey and the semi-structured focus group interview questions was expected. Implementation of the sequential mixed method research design resulted in emerging themes related to participants’ social conditions that impact their perceptions and attitudes regarding the ICT and beliefs about the use of ICT in their future careers. Findings from this study are compared to earlier studies done in the same setting. Findings from this case study show unexpected consistency in teacher candidates’ comments despite changed circumstances. This study could be employed as a ...

This paper reports the findings of an exploratory study that examined two secondary schools: one from a big city in eastern China and the other from a middle-sized city in eastern Canada. Data were collected using a paper-based survey questionnaire that included multiplechoice, open-ended, and scaled questions. Responses indicate that ownership and access to ICT devices were quite similar between Canadian and Chinese participants, but the learning and use of ICT between the two groups of participants differed due to various reasons. Results seemed the Chinese participants relied more on classroom learning, and teachers of the Chinese participants did not integrate much use of ICT outside of the classroom. The findings of this paper support the literature about ICT integrated teaching that indicates the need for Chinese educators to make more efforts in making full use of available ICT for teaching and learning purposes when ICT access becomes a less critical issue.

This case study explores the learning experiences of three international students who were enrolled in an online master’s program offered by a large university in Canada. The aim of the study was to understand the international students’ experiences with, and perspectives on, the online learning environment. Findings indicate that previous education and especially language proficiency strongly impacted the learning of these students in this environment. Non-native English speakers required considerably more time to process readings and postings and to make postings themselves. Their lack of familiarity with the details of North American culture and colloquial language made it difficult to follow much of the course discussion. They also tended to avoid socializing in the course, which left them at the periphery of course activities. Based on these findings, the authors make the following recommendations for designers and instructors of online courses: 1) Raise the English language pr...

In recent years, as Information and communication technologies (ICT) are getting more and more widely used in classrooms, researchers have been trying to identify effective ways for ICT to be utilized in school classrooms to enhance teaching and learning. However, it is argued that traditional scientific research methodologies are not really applicable for studies on ICT integration in classrooms, as these research approaches, more often than not, fail to reflect the dynamics and complexity of the school classroom. Some researchers who adopted design research in their research projects advocate the employment of this research methodology as an alternative to overcome the limitations of traditional scientific research in the domain of ICT integration in classrooms. Based on a review of literature, this paper first examines the advantages and problems of adopting ICT in classrooms, and then discusses the use of design research as an alternative research methodology for studies on ICT ...

Information and Communication Technologies (ICT) are increasingly used in education settings, and graduates from teacher education programs are expected to have adequate knowledge and skills to integrate ICT in their teaching. Inspired by some studies that report cases about pre-service teachers’ ICT-related learning in different countries in Asia, this article presents, in case-study format, the experimentations carried out regarding the teaching of ICT as part of the curriculum to pre-service teachers in a teacher education program in Ontario, Canada. The aim is to share with instructors and researchers in teacher education institutions and programs what we can learn from our experiences, and how we can use these experiences to improve our practice.