다문화 관점에서의 2015 개정 교육과정 영어교과서 분석:중학교 3학년 교과서를 중심으로
Analyzing 2015 Revised Curriculum English Textbooks from a Multicultural Perspective: Focusing on the 3rd Grade Middle School Textbook
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This study aimed to investigate the incorporation of multicultural elements, including race, gender, and nationality, in Korean middle school third-grade English textbooks. Three commonly used English textbooks were analyzed to identify occurrences of these elements. The study revealed three key findings: Firstly, white and Asian characters were prevalent, while black characters appeared in less than 10% of the texts. Secondly, male and female characters were relatively balanced in representation. Lastly, major English-speaking and European countries were more prominently featured compared to other nationalities. These findings highlight the unequal representation of multiculturalism, particularly regarding race and nationality, in Korean middle school English textbooks. To address these disparities, the study proposes pedagogical recommendations and future directions for English textbooks. It suggests the inclusion of more diverse racial representations to foster students’ multicultural acceptance. Furthermore, it emphasizes the importance of ensuring balanced gender representation, avoiding stereotypes and biases. Lastly, the study suggests broadening the scope of nationalities featured in the texts, providing students with a more inclusive perspective on global cultures. In conclusion, this study underscores the need for more equitable and inclusive representation of multicultural elements in Korean middle school English textbooks.
Abstract
This study aimed to investigate the incorporation of multicultural elements, including race, gender, and nationality, in Korean middle school third-grade English textbooks. Three commonly used English textbooks were analyzed to identify occurrences of these elements. The study revealed three key findings: Firstly, white and Asian characters were prevalent, while black characters appeared in less than 10% of the texts. Secondly, male and female characters were relatively balanced in representation. Lastly, major English-speaking and European countries were more prominently featured compared to other nationalities. These findings highlight the unequal representation of multiculturalism, particularly regarding race and nationality, in Korean middle school English textbooks. To address these disparities, the study proposes pedagogical recommendations and future directions for English textbooks. It suggests the inclusion of more diverse racial representations to foster students’ multicultural acceptance. Furthermore, it emphasizes the importance of ensuring balanced gender representation, avoiding stereotypes and biases. Lastly, the study suggests broadening the scope of nationalities featured in the texts, providing students with a more inclusive perspective on global cultures. In conclusion, this study underscores the need for more equitable and inclusive representation of multicultural elements in Korean middle school English textbooks.
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