Unresolved Issues in CLT and Native-Speakerism in Korean English Language Teaching Contexts
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This report provides an overview of English education policy in Korea following the sixth national curriculum, which focused on promoting the Communicative Language Teaching (CLT) ethos. Considering the complexity of implementing CLT in English as a foreign language (EFL) contexts, this paper focuses on native-speakerism in CLT as a framework of inquiry to shed light on how language ideology interacts with English education policy in Korea. Given that the direction of educational policy typically reflects the educational priorities of the national government, this paper first maps out the educational landscape in Korea with a focus on the College Scholastic Ability Test (CSAT). Then, drawing on previous scholarly work, It examines the persistent divide between the issues affecting native and non-native English teachers as reflected in educational policies guided by CLT principles. In identifying the key factors that influence language policies involving CLT, this paper concludes with a discussion of the implications of the dichotomy between native and non-native English teachers and with suggestions for the direction of future research.
Abstract
This report provides an overview of English education policy in Korea following the sixth national curriculum, which focused on promoting the Communicative Language Teaching (CLT) ethos. Considering the complexity of implementing CLT in English as a foreign language (EFL) contexts, this paper focuses on native-speakerism in CLT as a framework of inquiry to shed light on how language ideology interacts with English education policy in Korea. Given that the direction of educational policy typically reflects the educational priorities of the national government, this paper first maps out the educational landscape in Korea with a focus on the College Scholastic Ability Test (CSAT). Then, drawing on previous scholarly work, It examines the persistent divide between the issues affecting native and non-native English teachers as reflected in educational policies guided by CLT principles. In identifying the key factors that influence language policies involving CLT, this paper concludes with a discussion of the implications of the dichotomy between native and non-native English teachers and with suggestions for the direction of future research.
참고문헌 (25)
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