Current Issues in English Language Education in Asia:

• 발행기관: 한국초등영어교육학회
• 저자명: Roger Barnard
• 간행물 정보: 『KAPEE International Conference』2015년 KAPEE International Conference, 5~14쪽, 전체 10쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2015.01.30

영문 초록

This paper discusses a number of key issues in English language education in a variety of Asian countries. The points presented arise from the author’s experience of teaching and researching in collaboration with a wide range of academic colleagues-applied linguists - working in these contexts. The issues discussed include: the aims of language teaching (linguistic, communicative and intercultural competence); current methodological approaches (for example, task-based language teaching); ‘native’ and ‘non-native English-speaking teachers of the language;, the teaching of English to young learners; and the introduction of programmes of English medium instruction in schools and universities. Each issue will be preceded by a short historical sketch, as the author believes that the present can only be understood in the light of the past, and the key points will be illustrated by data from case studies from research conducted by the author and/or his colleagues. The paper will conclude by emphasising the need for appropriate research to be conducted before curricular innovations are introduced in school systems or universities. In particular, such research should explore the opportunities and constraints to curriculum reform in the specific contexts in which it is intended to take place. Importantly, such research should also take into account the knowledge, beliefs, and practices of practitioners whose responsibility it would be to implement the proposed changes. Wherever possible, research should be conducted by, or with, the practitioners themselves, in order that the can be empowered to become educational knowledge-makers rather than the consumers of other people’s theories and ideologies.

목차

Introduction

Task-Based Language Teaching (TBLT)

‘Native’ or ‘Non-Native’ English speaking teachers

“The earlier, the better”?

Using the students’ first language (389)

English Medium Instruction in universities

Implications

Conclusion