Korean English Teacher's Disempowerment in English-only Classes

• 발행기관: 한국사회언어학회
• 저자명: Sung-Sam Hwang Hyo-Sun Seo Tae-Young Kim
• 간행물 정보: 『사회언어학』제18권 1호, 105~135쪽, 전체 31쪽
• 주제분류: 어문학 > 언어학
• 파일형태: PDF
• 발행일자: 2010.06.30

영문 초록

Hwang, Sung-Sam, SeD, Hyo-Sun, Kim, Tae-Young. 2010. Korean English Teacher's Disempowerment in English-only Classes: A Case Study Focusing on Korea-specific Cultural Aspects. The Sociolinguistic journal of Korea 18(1). In this case study, we have focused on the disempowerment of a Korean English teacher (KET) in English-only classrooms. Six English as a foreign language (EFL) classrooms in a Korean high school were observed and analyzed by using interpretive discourse analysis. Out of the six classes, three representative classrooms were both video- and audio-taped. The results show that the English-only classes could weaken the KETs' power via three mechanisms: (a) calling the KETs' last name for choral greetings at the beginning of the class, (b) students' group solidarity and peer pressure between classmates, and (c) the students' excessively collaborative approach to peer assistance. It is argued that the exclusive English-only instruction disempowers the KETs' status and dismantles their vocational identity. In order to remedy the current situation, within a scaffolding supported by the eclectic use of first language where necessary for effective class management, KETs are empowered and overcome constraints imposed by the limited L2 oral competence of some non-native English teachers.

목차

Ⅰ. Introduction

Ⅱ. Research Background

Ⅲ. The Current Policy on English Education in Korea

Ⅳ. Literature Review

Ⅴ. Methods

Ⅵ. Findings

Ⅶ. Discussion

Ⅷ. Suggestions and Implications

키워드

Fnglish-only instruction Korean Fnglish teacher disempowenren Confucian academic culture teaching English through English (TETE) English as a Foreign Language (EFL)