개정 7차 고등학교 영어교과서 장애관련 내용분석

Abstract

The purpose of this study is to analyze the contents concerning disabilities in high school English textbooks of the revised 7th National Curriculum in order to see if they have appropriate perspective and attitude toward disabilities and people with disabilities. To achieve the goals of this study, contents of 37 English textbooks were analyzed according to the three parts: word, illustration, and text. The results of the analysis are as follows. First, inappropriate words concerning disabilities were used in lots of English textbooks. Generally, when referring to people with disabilities, it is recommended to use People First Language, which emphasizes on people not their disabilities. However, words in English textbooks usually put emphasis on disabilities as well as had negative implication toward people with disabilities. Second, when it comes to illustrations’ topics concerning disabilities, they mostly described famous people with disabilities. Moreover, it turned out that they depicted people with sensory impairment predominantly such as people with physical, visual, and hearing impairment. Third, when it comes to contents of the texts, they mostly described successful people who overcame their disabilities and accomplished success. In conclusion, there were several aspects needed to be corrected and improved in high school English textbooks such as inappropriate words, illustrations, and contents of texts.