리터러시 기반 영어친화적 공간구성의 타당성 고찰
A Study on the Validation of Literacy-based “English-Friendly Environments” for Elementary English Education in Korea
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In this study, characteristics of ‘English-friendly classroom environments’ were identified, and defined through a review of literature, classroom evaluations. In addition, the study investigated the print-richness of ‘English-friendly classrooms’ and examined differences in literacy environments through the teacher evaluation. The 78 participants were teachers of elementary school and English-only library staff in the area of Busan Metropolitan City. They responded to Classroom Literacy Environment Profile(CLEP) questionnaire which was constructed by Wolfersberger et al.(2004). The questionnaire categories included literacy items pertaining to classroom environment and literacy items pertaining to teacher-student interactions. The results showed that the classroom literacy environment was usually satisfactory. Also, the study established the CLEP as a useful tool to use in evaluating the “print-richness” of classroom literacy environments. However, the numbers of raters and the number of rating occasions were varied to determine acceptable levels of generalizability of ‘print-richness classroom environments.
Abstract
In this study, characteristics of ‘English-friendly classroom environments’ were identified, and defined through a review of literature, classroom evaluations. In addition, the study investigated the print-richness of ‘English-friendly classrooms’ and examined differences in literacy environments through the teacher evaluation. The 78 participants were teachers of elementary school and English-only library staff in the area of Busan Metropolitan City. They responded to Classroom Literacy Environment Profile(CLEP) questionnaire which was constructed by Wolfersberger et al.(2004). The questionnaire categories included literacy items pertaining to classroom environment and literacy items pertaining to teacher-student interactions. The results showed that the classroom literacy environment was usually satisfactory. Also, the study established the CLEP as a useful tool to use in evaluating the “print-richness” of classroom literacy environments. However, the numbers of raters and the number of rating occasions were varied to determine acceptable levels of generalizability of ‘print-richness classroom environments.
참고문헌 (25)
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