지구어로서의 영어교육과 초등영어교육의 방향: 한 교사의 관점 정립과 시사점
English Education in the Framework of English as a Global Language and Its Implications on Primary English Education
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The year 2007 saw the long-held English education policy in the framework of English as a foreign language replaced by that of English as a global language. However, teachers have hardly been informed of the fundamental changes in the perspective of the function of English and the purpose of English education. Furthermore, little attention has been paid to the application of the new framework to primary English education. The purpose of this study is to explore and discuss what this change means to primary English education. It first investigates a teacher's responses to the concept of English as a global language and her construction of primary English education based on the concept. The data were in the form of written self-report. Then it incorporates the discussion of related studies and observed phenomena in primary English education and attempts to suggest what aspects could and should be changed in the scene of primary English education. It is hoped that the study will contribute to the translation of the new English language policy to classroom teaching.
Abstract
The year 2007 saw the long-held English education policy in the framework of English as a foreign language replaced by that of English as a global language. However, teachers have hardly been informed of the fundamental changes in the perspective of the function of English and the purpose of English education. Furthermore, little attention has been paid to the application of the new framework to primary English education. The purpose of this study is to explore and discuss what this change means to primary English education. It first investigates a teacher's responses to the concept of English as a global language and her construction of primary English education based on the concept. The data were in the form of written self-report. Then it incorporates the discussion of related studies and observed phenomena in primary English education and attempts to suggest what aspects could and should be changed in the scene of primary English education. It is hoped that the study will contribute to the translation of the new English language policy to classroom teaching.
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