비판적 접근으로 본 영어교육에 대한 중등 영어교사들의 인식 연구

• 발행기관: 한국영어교과교육학회
• 저자명: 김유미(Kim, You Mi)
• 간행물 정보: 『영어교과교육』영어교과교육 16권 2호, 37~56쪽, 전체 20쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2017.05.30

영문 초록

This study examines how secondary English school teachers perceive English education from a critical approach. A qualitative research method was employed with six secondary English teachers. The data were collected from in-depth, semi-structured interviews. Findings demonstrate that those teachers had a negative view on current English education since it only functions as a screening tool, and it focuses too much on reading. However, those teachers presupposed English as an important language, i.e., regarding English as a practical and useful tool for the wider world. Therefore, they could not assess English education with a critical approach, thus struggle to encourage students to learn English and acquire such a useful tool, by-passing social problems and negative results English education might cause. Such a nonpolitical and noncritical view toward English education, as Canagarajah (1999) points out, only leads to accommodation or domination. This study suggests taking a critical approach to the aims of English education, teaching practices, and unproblematized assumptions English education presupposes.

목차

I. 서론

II. 이론적 배경

III. 연구 방법

IV. 결과 및 논의

V. 결론

키워드

비판적 접근 영어교육 중등영어교사의 인식 critical approach English education secondary English teachers’ perception