초등학교에서의 영어원어민 교사와의 효과적인 협동수업: 우수학교 사례 중심으로
The Effective Performance of Team-teaching for English Education in Korea: Characteristics of Excellent Elementary Schools
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This study was intended to investigate effective methods of team teaching by domestic Korean English teachers(DKETs) and English- speaking native teachers(ESNTs) in Korea. Using the archival research method, this study analyzed characteristics of English-teaching methods at the elementary schools, which were awarded by a governmental organization for excellence in conducting team-teaching for English education. According to the analysis, the awarded schools made a lot of effort to establish English learning environments that could provide students with sufficient opportunities to interact with English-speakers and English-learning materials. At these schools, ESNTs would be readily available to students whenever students would like to interact with them. In performing oral interactions with ESNTs or DKETs, students would use language data acquired from around them. ESNTs and DKETs would cooperate with one another in preparing diverse English teaching methods, materials, and activities for English education in response to their students’ different proficiency levels, needs, and motivations. More importantly, English learning at each of these schools seemed to have been total rather than individual, involving the whole members of the school. In the discussion section of this study, some implications were made for English education in Korea where opportunities for oral interactions in English are very limited.
Abstract
This study was intended to investigate effective methods of team teaching by domestic Korean English teachers(DKETs) and English- speaking native teachers(ESNTs) in Korea. Using the archival research method, this study analyzed characteristics of English-teaching methods at the elementary schools, which were awarded by a governmental organization for excellence in conducting team-teaching for English education. According to the analysis, the awarded schools made a lot of effort to establish English learning environments that could provide students with sufficient opportunities to interact with English-speakers and English-learning materials. At these schools, ESNTs would be readily available to students whenever students would like to interact with them. In performing oral interactions with ESNTs or DKETs, students would use language data acquired from around them. ESNTs and DKETs would cooperate with one another in preparing diverse English teaching methods, materials, and activities for English education in response to their students’ different proficiency levels, needs, and motivations. More importantly, English learning at each of these schools seemed to have been total rather than individual, involving the whole members of the school. In the discussion section of this study, some implications were made for English education in Korea where opportunities for oral interactions in English are very limited.
참고문헌 (28)
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