Teaching English as a Dominant International Language - A Case of Korean Elementary English Program

• 영문명: Teaching English as a Dominant International Language
• 발행기관: 한국영어어문교육학회
• 저자명: Sook-Kyung Jung
• 간행물 정보: 『영어어문교육』영어어문교육 제12권 제4호, 1~29쪽, 전체 29쪽
• 주제분류: 어문학 > 영어와문학
• 파일형태: PDF
• 발행일자: 2006.12.01

영문 초록

  The purpose of this paper is to present a qualitative case study on teaching English as an international language in Korean context. The researcher investigated the implementation process of the new elementary English program from the government to local schools to find out to what extent the symbolic value of English as an international language affect the implementation process of the elementary English program. The research result showed that the elementary teachers shared the different views of the status of English from those of government and the parents, and their differing perception of the role of English constantly affected their implementation efforts. The research findings also revealed that the public"s concern of English dominance in Korean educational system resulted in the government"s ‘comprised curriculum’ by lowering the learning goals of the English program. The findings also indicated that the introduction of the elementary English program accelerated English dominance in both teacher and student culture. The question of how to resolve the conflict between acquiring English proficiency and its negative influence on Korean culture remains a complex issue in implementing the new elementary English program.

목차

Ⅰ. INTRODUCTION
Ⅱ. LITERATURE REVIEW
Ⅲ. RESEARCH METHODS
Ⅳ. RESEARCH RESULTS AND DISCUSSION
Ⅴ. CONCLUSIONS
REFERENCES

키워드

Elementary English program Teaching English as an international language 초등영어 프로그램 국제어로서의 영어 교육