Participatory Culture Through Zootopia: A Cultural Literacy Approach for Korean Pre-Service Teachers

1. English Education in South Korea: Context and Challenges

The current educational approach limited the utilization of cultural content and contextualized language usage pursued decontextualized linguistic knowledge (Song, 2013). As Song (2013) posits, English instruction frequently isolates language from its sociocultural contexts, treating it as a system of abstract rules and vocabulary items rather than as a medium for cultural understanding and social engagement. This compartmentalization significantly constrains learners’ ability to develop what Byram (1997, p. 22) terms “intercultural communicative competence,” which he conceptualizes as the capacity to navigate linguistically and culturally diverse interactions effectively.

The consequences of this decontextualized approach are particularly problematic for pre-service English teachers in English as a second language/English as a foreign language (ESL/EFL) settings, who must subsequently navigate the complex demands of classroom instruction without adequate preparation in cultural literacy or content integration. Kim and Kim (2004) documented significant anxiety among novice Korean English teachers regarding their cultural knowledge deficiencies, with many reporting that their education equipped them with linguistic competence but insufficient cultural understanding to support effective teaching. This preparation gap perpetuates instructional approaches that privilege language form over meaning, continuing the cycle of decontextualized language instruction.

Contemporary approaches to second language acquisition increasingly recognize the importance of authentic, contextually-situated learning experiences (Kramsch, 2014). This study positions itself at the intersection of media studies and language pedagogy by examining how Korean pre-service teachers engage with popular media through creative extension and adaptation. Drawing upon Jenkins’ (2006) conceptualization of participatory culture, this research investigates student-generated narratives that expand the Zootopia (Moore & Howard, 2016) universe as a vehicle for language acquisition and cultural exploration.

The significance of this research lies in its focus on pre-service language teachers, whose development of both linguistic competence and pedagogical awareness is critical for their future professional practice. As Lee and Jang (2023) note, Korean English teachers must navigate complex expectations regarding communicative competence and cultural knowledge transmission. This study therefore addresses a crucial intersection between language acquisition and professional identity formation.

By integrating cultural content and language learning through collaborative media engagement, this research responds directly to the identified limitations in current English education practices in South Korea. Korean EFL instruction demonstrates persistent form-focused methodologies, with 73% of classrooms prioritizing grammar-translation approaches despite communicative competence mandates (Chang, 2018), while cultural content comprises less than 15% of instructional materials (Park, 2009). Additionally, 80% of pre-service teachers report significant anxiety regarding cultural knowledge gaps, particularly with American institutional contexts (Kim & Kim, 2004).

The participatory culture framework offers potential pedagogical approaches for addressing the persistent divide between language form and cultural content that characterizes traditional instruction. This study examines not only linguistic development but also the cultivation of cultural literacy and content knowledge essential for effective language teaching elements frequently marginalized in conventional teacher preparation programs.

2. Research Questions

The primary research questions guiding this investigation are:

RQ1. How do collaborative scriptwriting activities based on popular media facilitate linguistic development among Korean pre-service teachers?

RQ2. How does cultural integration in class develop target language sociocultural knowledge?

RQ3. To what extent does participatory engagement with media narratives support critica thinking relevant to future teaching practice?

1. Participatory Culture and Language Learning

Jenkins’ (2006) concept of participatory culture provides a framework for understanding how learners engage with media to create, share, and reinterpret content. Participatory culture is characterized by low barriers to artistic expression, strong support for sharing creations, and informal mentorship among participants. In the context of language learning, this framework helps explain how collaborative, media-based activities can facilitate linguistic development and cultural understanding.

Previous research by Thorne and Reinhardt (2008) explored how language learners engage with digital media, such as fan fiction and online forums, to practice language skills in authentic contexts. Their findings suggest that participatory culture activities provide learners with opportunities to engage in meaningful language use and cultural exploration. Similarly, Black (2008) found that English language learners who participated in online fan communities demonstrated improved writing skills and cultural awareness through their engagement with media texts.

Jenkins’ framework has been further developed by scholars examining its specific applications in educational contexts. For instance, Halverson et al. (2018) demonstrated how participatory culture frameworks support the development of digital literacy competencies through structured engagement with new media technologies. Their model emphasizes how learners develop sophisticated communication skills by participating in interest-driven communities that blend digital and physical technologies to explore ideas, learn technical skills, and create new products. This competence proves particularly relevant for language learners who must develop multimodal literacy skills to navigate increasingly diverse communicative environments.

In Korean educational settings specifically, Ju and Lee (2023) investigated how participatory media engagement supported student agency in English learning contexts traditionally characterized by teacher-centered instruction. Their findings indicated that participatory approaches facilitated not only linguistic development but also fostered critical media literacy skills often underdeveloped in traditional Korean English education. This research suggests participatory culture frameworks may address persistent challenges in Korean EFL instruction documented by scholars such as Pederson (2018).

The integration of participatory culture within Korean EFL contexts represents a promising approach for addressing the gap between educational policies and classroom practices. By leveraging students’ intrinsic engagement with media narratives, participatory frameworks potentially bridge the gap between decontextualized linguistic instruction and authentic communicative experiences. For Korean pre-service teachers specifically, engagement with participatory media practices offers dual benefits: enhancing their own language development through meaningful cultural engagement while simultaneously modeling pedagogical approaches that they might later implement in their classrooms. By synthesizing language acquisition, cultural exploration, and pedagogical development, participatory frameworks comprehensively address various aspects of the preparation gap in Korean English teacher education. This integrated approach holds the potential to break the persistent cycle of form-focused instruction, despite ongoing curricular reforms.

2. Collective Intelligence and Language Acquisition

Collective intelligence refers to the ability of groups to pool knowledge and solve problems collaboratively (Lévy, 1997). This concept aligns with Vygotsky’s (1978) sociocultural theory, particularly the zone of proximal development (ZPD), where learners achieve higher levels of understanding through social interaction and scaffolding. Previous research has demonstrated the effectiveness of collaborative learning in language acquisition. Swain and Lapkin (1998) found that collaborative tasks, such as joint writing activities, facilitated language negotiation and metalinguistic awareness among learners. Similarly, Storch (2002) found that collaborative writing tasks promoted syntactic complexity and lexical diversity in learners’ writing. The application of collective intelligence principles to language acquisition has been expanded through recent research examining distributed cognition in collaborative learning environments.

In the Korean educational context specifically, Kim (2012) documented how collective intelligence approaches supported vocabulary acquisition and pragmatic development among Korean high school English learners. Their research highlighted how collaborative problem-solving created opportunities for interaction-driven learning episodes, where linguistic growth emerges through the resolution of communicative challenges. This process is particularly relevant for Korean pre-service teachers who must develop both linguistic proficiency and pedagogical awareness simultaneously. Talan (2021) have further expanded this theoretical foundation by examining how collective intelligence operates in technology-mediated language learning environments. Their research on computer-supported collaborative learning (CSCL) demonstrated that digital platforms can enhance collective knowledge construction through visualization of thinking processes, automated feedback mechanisms, and integration of multimodal resources. These findings have significant implications for pre-service teacher education in increasingly technology-rich Korean educational environments.

3. Transmedia Storytelling and Cultural Literacy

Transmedia storytelling involves the extension of a narrative across multiple media platforms, encouraging audiences to engage with the story in diverse ways. In the context of language learning, transmedia storytelling provides a framework for understanding how learners can use media texts to explore cultural contexts and develop intercultural competence.

Byram’s (1997) model of intercultural communicative competence emphasizes the importance of cultural knowledge, critical reflection, and the ability to mediate between cultures in language learning. Transmedia storytelling activities provide learners with opportunities to engage with cultural materials and reflect on cultural differences. Jenkins’ (2010) extended work on transmedia navigation competencies has significant implications for language learners who must develop the ability to follow narrative threads across diverse media forms. This competency involves not only comprehension across modalities but also the capacity to contribute meaningfully to transmedia narratives, a skill particularly relevant for language educators who must navigate increasingly multimodal instructional materials. The intersection of transmedia storytelling and second language identity construction has gained scholarly attention through examinations of how learners engage with interconnected narrative experiences across multiple platforms and modalities. Building upon Norton's theoretical framework of imagined identities (Kanno & Norton, 2003; Norton, 2000), recent research has investigated how learners’ participation in transmedia narrative ecosystems encompassing fan fiction communities, social media discourse networks, and multimodal storytelling platforms facilitates the rehearsal and construction of future linguistic selves within target language communities.

This pedagogical approach recognizes that contemporary language learners increasingly encounter and participate in narrative experiences that transcend traditional textual boundaries, moving fluidly between digital and analog contexts while engaging with interconnected story worlds. Through sustained participation in these transmedia environments, learners develop what Pavlenko and Norton (2007) conceptualize as imagined community membership, whereby engagement with extended narrative forms becomes a vehicle for exploring potential identity positions and cultural affiliations within target language contexts.

The transmedia dimension of this identity work enables learners to experiment with linguistic registers, cultural practices, and community membership roles across diverse communicative contexts, potentially accelerating both linguistic competence development and sociocultural integration processes within imagined target language communities. Their findings suggest that such narrative participation enables learners to envision potential future selves within target language communities, enhancing motivation and investment in language learning.

For Korean pre-service teachers, whose professional identities depend on cultural mediation abilities, such perspective-taking capacities are particularly significant. A recent study by Hadjioannou and Hutchinson (2014) has explored how transmedia defined as interpreting and representing texts across multiple semiotic modes, can support the development of critical engagement with multicultural literature. Their study demonstrated how pre-service teachers cultivated nuanced cultural awareness and interpretive strategies by reimagining literary texts through various expressive forms such as visual arts, drama, and digital media. These reflective and reconstructive practices parallel the cultural research integration activities undertaken by Korean pre-service teachers in the current study.

4. Multimodal Literacy and Translanguaging

This investigation further draws upon multimodal literacy theory (Kress & van Leeuwen, 2001; New London Group, 1996) to examine how engagement with diverse semiotic resources supports integrated language development among Korean pre-service teachers. Zootopia narrative extension activities necessitate engagement with multiple communicative modes, including visual, textual, auditory, and performative aspects, providing a rich context for developing multimodal literacy, or the capacity to interpret and produce meaning across various semiotic systems (Kress & van Leeuwen, 2001). Within the scriptwriting activities, participants demonstrate modal transduction as they transfer meaning across different representational modes, transforming visual narrative elements from Zootopia into written scripts and subsequently into performative enactments (Kress, 2009). This theoretical lens provides analytical categories for examining how such transmodal processes facilitate language acquisition. Additionally, translanguaging theory (García & Wei, 2014) provides a critical framework for understanding how Korean pre-service teachers strategically navigate between linguistic systems during collaborative meaning-making processes. Rather than conceptualizing L1 use as a deficit or interference, translanguaging theory recognizes the strategic deployment of multilingual resources as a sophisticated communicative competence. Canagarajah (2018, p. 31) expands on this by examining “translingual practice,” describing how multilingual individuals integrate diverse linguistic and semiotic resources to negotiate meaning across language boundaries. For Korean pre-service teachers navigating between Korean conceptual frameworks and English instructional expectations, this translingual competence represents a critical professional skill. Cenoz and Gorter (2020, p. 2) further develop the application of translanguaging theory to educational contexts through their concept of “pedagogical translanguaging,” which they characterize as the intentional design of instructional activities that legitimize and leverage students’ full linguistic repertoires. Cenoz and Gorter’s (2020) research in bilingual European contexts demonstrates how pedagogical translanguaging supports not only second language acquisition but also metalinguistic awareness and identity affirmation. These findings have significant implications for Korean English education contexts, where rigid language separation policies have frequently constrained students’ linguistic expression.

5. Theoretical Synthesis and Application to Korean Context

The theoretical framework integrates communities of practice and critical media literacy principles into the participatory culture approach, creating a unified model for Korean pre-service teacher development. This synthesis reveals how Wenger’s (1998) legitimate peripheral participation structures intersect with Kellner and Share’s (2007) critical media literacy practices to transform language acquisition into professional identity formation.

Within this integrated framework, Korean pre-service teachers engage in Zootopia narrative extensions not merely as language learners but as emerging professionals navigating multiple communities of practice. The collaborative scriptwriting process functions as what Wenger (1998, p. 103) terms “boundary” between student and educator identities, while critical media literacy provides analytical tools for examining power structures embedded within both American cultural representations and Korean educational systems. These interconnected frameworks address multiple dimensions of the learning processes under investigation:

1) Participatory culture (Jenkins, 2006) and transmedia storytelling frameworks explain how engagement with Zootopia supports creative extension activities that facilitate authentic language use and cultural exploration.

2) Collective intelligence principles grounded in Vygotskian sociocultural theory illuminate how collaborative problem-solving supports linguistic development through negotiation of meaning and scaffolded learning experiences.

3) Multimodal literacy and translanguaging perspectives provide analytical categories for understanding how students navigate across communicative modes and linguistic resources during narrative construction.

This integrated theoretical framework addresses the specific challenges identified within Korean English education contexts. As documented by Chang (2018), Korean English education has struggled to balance communicative competence development with examination preparation, cultural knowledge acquisition with linguistic form mastery, and global citizenship with national identity maintenance. The participatory, collaborative, multimodal, and critical dimensions of the Zootopia narrative extension activities potentially address these tensions by creating learning experiences that integrate rather than separate these educational objectives.

For Korean pre-service teachers, this theoretical synthesis suggests that participatory narrative construction can support the development of what Freeman and Johnson (1998) describe as a reconceptualized knowledge base for language teacher education. This framework emphasizes the integration of linguistic proficiency, cultural understanding, and professional judgment within specific teaching contexts. Such integrated competence is particularly crucial for future Korean English teachers who must navigate complex educational environments characterized by competing objectives, diverse stakeholder expectations, and rapidly evolving pedagogical approaches.

The integration of critical media literacy with language acquisition has been further theorized by Janks (2010), whose synthesis model connects critical awareness with technical language skills, cultural understanding, and creative production. Rather than isolating critical reflection from language development, this model advocates for a unified approach that equips learners with both linguistic competence and the tools to interrogate media narratives. For Korean pre-service teachers who are expected to meet standardized curricular demands while fostering meaningful language engagement, this integrated approach offers a practical and empowering instructional framework.

1. Participants

This study was conducted for one semester (15 weeks), with participants engaging in two-hour sessions weekly. 22 university students in Province area participated in this study. Participants included 22 sophomore students (14 female, 8 male) enrolled in a general English education program at a Korean University of Education. All participants for this study were native Korean speakers pursuing credentials to become English teachers at the elementary level. Only 2 out of them had experienced English language learning through media. Even though they did not have language learning using media, they enjoyed watching movie or short clip in their daily lives and were interested in learning English through enjoyable media.

2. Instructional Intervention

This investigation employed a qualitative case study approach (Yin, 2018) to examine Korean pre-service teachers’ engagement with participatory culture activities centered on Zootopia narrative extension. The case study design facilitated in-depth examination of collaborative language production, cultural research integration, and performance-based learning within an authentic instructional context. The instructional intervention consisted of a semester-long project (14 weeks) structured around Zootopia as the central narrative universe. Zootopia was strategically selected as the foundational media text for several pedagogical reasons. First, the film’s anthropomorphic characters provide an engaging, approachable context that facilitates student participation through what Jenkins (2006) terms “affective investment” in fictional worlds. The cute, relatable characters lower affective filters, encouraging students to experiment with language production in a low-stakes creative environment. Second, the narrative’s explicit exploration of diversity, prejudice, and institutional bias aligns directly with critical pedagogical objectives essential for pre-service teachers’ professional development. Third, the film’s contemporary American cultural context provides authentic exposure to sociocultural practices, idiomatic expressions, and institutional structures that Korean pre-service teachers must understand for effective classroom practice. Additionally, Zootopia’s narrative complexity offers multiple cultural layers for investigation, including law enforcement systems, media representation, urban planning, and educational institutions, thereby providing rich material for cultural research integration activities. This animated film was selected for its rich sociocultural themes relevant to educational contexts, including prejudice, stereotyping, and institutional bias, which create themes particularly relevant for future educators. The intervention was sequenced through three distinct phases:

In this project-based curriculum, students engaged in a multi-phase exploration of Zootopia to critically examine themes of prejudice, cultural identity, and social justice while developing their English proficiency. During the Media Immersion and Analysis Phase (Weeks 1–3), students reflected on personal experiences with prejudice, analyzed film dialogue and scenes, and discussed real-life parallels, fostering linguistic and critical thinking skills.

The Cultural Research Phase (Weeks 4–7) deepened students’ intercultural understanding through investigations of American cultural systems reflected in the film, comparative analyses with Korean culture, and the development of thematic cultural knowledge repositories. Students then applied these insights to create culturally grounded character profiles. In the final Collaborative Narrative Production Phase (Weeks 8–14), students collaboratively wrote and performed original scripts extending the film’s universe, integrating feedback to enhance cultural authenticity and thematic coherence. This holistic approach facilitated meaningful language use, critical cultural reflection, and creative expression.

3. Data Collection Instrument

Data were collected through multiple complementary instruments.

1. RQ 1: How Do Collaborative Scriptwriting Activities Based on Popular Media Facilitate Linguistic Development Among Korean Pre-Service Teachers?

In direct response to research question 1, analysis of collaborative scriptwriting activities revealed clear evidence that collective intelligence facilitated linguistic development among Korean pre-service teachers. Detailed transcript analyses identified numerous instances in which collaborative interactions directly supported vocabulary acquisition and lexical refinement within authentic narrative contexts. For example, during one script development session, students collectively negotiated appropriate terminology to accurately express complex cultural concepts:

Transcript Excerpt 1: Script Development Session (Group 3)

S1: I think we should say Nick and Judy have... what is the word? When someone helps you with children?

S2: Babysitter?

S3: No, no. Like government place for children with no parents.

S4: Oh, you mean foster care?

S1: Yes! Foster care. So they go to foster care to find children.

S2: But we need to explain what foster care is in America.

S4: I researched this. In America, foster care is temporary. Adoption is permanent.

This interaction exemplifies how collaborative negotiation processes facilitated authentic vocabulary acquisition within a meaningful context. Moreover, subsequent script analyses revealed that groups successfully integrated specialized vocabulary items which were previously absent in pre-project individual writing samples. Furthermore, discourse analysis of student interactions revealed metalinguistic awareness particularly relevant to their identities as pre-service teachers. In many negotiations over lexical choice, participants explicitly referenced pedagogical considerations, such as how they might explain particular terms to future students or whether certain expressions were appropriate for classroom contexts.

Transcript Excerpt 2: Pedagogical Reflection (Group 1) S1: Is “corrupt” too difficult for elementary school students? Maybe we should use “dishonest” instead.

S2: But “corrupt” is important for them to learn, especially for talking about government and systems.

S3: We could use both “corrupt (dishonest)” the first time, then just “corrupt” after that.

S4: That’s good scaffolding technique! Let’s do that in our script.

This reflective interaction underscores how the collaborative narrative construction task not only promoted linguistic development but also actively encouraged critical pedagogical thinking, specifically regarding effective vocabulary presentation and scaffolding techniques essential for their future roles as language educators.

2. RQ 2: How Does Cultural Integration in Class Develop Target Language Sociocultural Knowledge?

Addressing research question 2, analysis of student-generated scripts and cultural research artifacts provided clear evidence that transmedia storytelling effectively enhanced students’ cultural literacy. Numerous instances were identified where students explicitly integrated factual cultural research into narrative extensions, exemplified by the following script excerpt:

Script Excerpt 1: Prom Night Investigation (Group 2)

Judy: I’ve never been to a prom before. Did you know that in American high schools, students spend an average of $919 on prom night?

Nick: That’s why our suspect might be selling these drugs. College applications, prom expenses, graduation gifts, and senior year are expensive.

Judy: Prom traditionally includes formal wear, corsages, limousines, and often after-parties which parents may not know about.

Nick: Perfect cover for our operation. I’ll monitor the punch bowl, which is where drinks often get spiked.

This dialogue illustrates students’ effective integration of culturally authentic details within their narratives, facilitating contextual vocabulary acquisition and deeper understanding of American cultural practices. Pre- and post-project assessments revealed improvements in cultural knowledge.

Reflective interviews underscored that comparative cultural analysis significantly enhanced students’ understanding of educational and sociocultural differences, highlighting the relevance and applicability of this knowledge to their future teaching practices:

Interview Excerpt 1: Shifting Perceptions of American School Culture

Before this project, I thought American high schools were exactly like in movies. But now I understand systemic differences, like how school districts work compared to our national system. This will be valuable when teaching cultural contexts to my future students. (Participant 17)

3. RQ 3: To What Extent Does Participatory Engagement With Media Narratives Support Critical Thinking Relevant to Future Teaching Practice?

Analysis of student reflective interviews and script content revealed substantial evidence of critical engagement with sociocultural themes through participatory fandom activities. Students frequently utilized the Zootopia framework to explore complex social issues, demonstrating depth of critical thinking in their language production.

For example:

Script Excerpt 2: Academic Pressure (Group 4)

Principal Lionheart: Billips High has maintained a 98% college acceptance rate for five years running.

Judy: [Privately to Nick] But at what cost? Three students hospitalized for exhaustion and now one death.

Nick: [Reviewing student records] Look at these schedules: AP classes, extracurriculars, volunteering, test prep. When do these kids sleep?

Judy: This system seems designed to break them. No wonder someone started selling focus drugs.

This narrative exploration demonstrates critical engagement with educational systems, allowing students to utilize target language for meaningful social commentary. Reflective interview data corroborated this finding, with the majority of participants explicitly identifying social critique as a motivating factor in their narrative development.

One particularly significant finding emerged through content analysis of the narrative scripts: students demonstrated sophisticated critical engagement with themes of institutional power and bias that extended beyond the original film’s treatment of these issues. For example, 16 of the 22 participants incorporated educational institutional critique within their narratives. These critiques specifically addressed the following:

The commodification of education (represented in 7 scripts)

Institutional reinforcement of social hierarchy (represented in 9 scripts)

Systemic barriers to educational equity (represented in 11 scripts)

The psychological impact of academic pressure (represented in 14 scripts)

Notably, Korean participants frequently drew parallels between the competitive American educational environment depicted in their scripts and their own experiences within the Korean educational system. This comparative critical lens enriched their narratives and fostered deeper reflection on educational practices, a process with direct relevance to their professional development as future teachers.

Interview Excerpt 2: Critical Perspective Development

Creating this script made me think critically about education systems, both American and Korean. In our story, Nick and Judy investigate a cheating scandal, but they discover it’s not just about dishonest students, but rather it’s about an unfair system that values numbers over learning. This connects to my own experience in hagwon [private academy], where test scores matter more than understanding. I want to be a different kind of teacher. (Participant 8)

4. Development of Teaching Personas

An unexpected finding emerged regarding the development of teaching personae through the Zootopia narrative extension activities. As students created their scripts and enacted them, many explicitly commented on how the process helped them envision their future teaching identities. Analysis of reflective journals and post-project interviews revealed that 19 of the 22 participants articulated specific connections between their scriptwriting experiences and their emerging teaching philosophies.

Interview Excerpt 3: Teaching Persona Development

Through developing our Zootopia story about educational bias, I found myself thinking deeply about what kind of teacher I want to become. The character we created, specifically a tiger teacher who recognizes systemic problems but works within them to help disadvantaged students, fundamentally reflects my own aspirations. Creating these narratives helped me articulate my teaching philosophy through a character I could see and hear. (Participant 12)

This finding suggests that participatory narrative construction offers not only linguistic and cultural benefits but also supports professional identity formation among pre-service teachers. The creative distance provided by working through fictional characters allowed students to explore potentially challenging aspects of their future professional roles within a low-stakes environment.

5. Integrated Findings Summary

The collective findings demonstrate that participatory culture approaches create multidimensional learning environments where linguistic development (RQ1), cultural literacy acquisition (RQ2), and critical pedagogical awareness (RQ3) develop synergistically rather than in isolation. The unexpected emergence of teaching persona development further validates the integrated effectiveness of this pedagogical approach, suggesting that collaborative narrative construction serves as a powerful bridge between language learning and professional identity formation for pre-service teachers. These results collectively address the fundamental challenges in Korean English teacher preparation programs by providing authentic contexts for simultaneous language, cultural, and professional development through participatory media engagement.