초등영어교육에서 다중언어주의에 대한 교사들의 인식과 믿음

• 영문명: Teachers’ perceptions and beliefs of multilingualism in primary English education
• 발행기관: 한국외국어교육학회
• 저자명: 조현희(Cho, H yunhee)
• 간행물 정보: 『Foreign Languages Education』Vol.28 No.4, 51~75쪽, 전체 25쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2021.12.31

영문 초록

Based on the multilingual perspective that emphasizes that non-native variants of English need to be recognized as having values equivalent to the native speakers’ English, this study aimed at discovering elementary school teachers’ perceptions and beliefs of native-speakerism, multilingualism, and monolingualism in English education, and the contradictions and questions they had as they reflected on the language ideologies. Nine elementary teachers participated in the study, and two written reflections on language ideologies and two follow-up group interviews were used as the data source. The findings were as follows. First, the teachers confirmed, consolidated, or realized how native speakerism and monolingualism were deeply rooted in English teaching and learning. However, they showed that they had agency in their own teaching, and also showed changes in their perception through reflecting on their experiences. Last, the teachers had questions and contradictions about implementing a multilingual approach in teaching English, which provides the issues and challenges to be solved for the transformation of English education in the multilingual world. This study has implications for primary English education.

목차

I. 서론

II. 이론적 배경 및 선행연구

III. 연구 방법

V. 결론 및 제언

참고문헌

키워드

다중언어주의 단일언어주의 원어민중심주의 교사 인식 교사의 믿음 교사교육 영어교육 초등영어교육 multilingualism monolingualism native-speakerism teacher perception teacher beliefs teacher education English education Primary English education