“Does the English-only class benefit all learners?”

• 발행기관: 한국초등영어교육학회
• 저자명: Lee Jeong-Ah
• 간행물 정보: 『초등영어교육』제16권 2호, 185~213쪽, 전체 29쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2010.08.30

영문 초록

The present study explores elementary school teachers’ attitudes toward the English-only instruction policy in relation to student learning and their opinions concerning teachers’ effective language use in the elementary English classroom. To this end, the study has adopted a mixed methods design, in which the database consists of 1327 in-service elementary school teachers’ questionnaire responses and semi-structured, open-ended interviews with 23 teachers. After the quantitative data collection was completed, the qualitative data were gathered to gain in-depth understandings about the topics being concerned through the teachers’ own voices. Survey results showed that the teacher participants in the study did not agree with the effectiveness of the TETE policy in terms of students’ learning, and tended to use both Korean and English as medium languages of instruction. It was also noted that the participants’ thoughts on the policy were largely independent of the teacher characteristics. Interview results not only corroborated with the survey results but also provided useful information concerning why and when the teachers thought using Korean could be beneficial for the students’ learning. Interview participants suggested that incomprehensible input or exposure is meaningless for the students’ learning of English, and the use of Korean is useful in both instructional and non-instructional domains.

목차

I. Introductio

II. Background

III. Methodology

IV. Results

V. Discussion and Implications

키워드

Medium Language of Instruction English-only Instruction Use of L1 in Language Education