A Study of Teacher Perspectives on Picture Book Reading in Korean Elementary English Classrooms
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초록
This study explores Korean elementary school teachers’ perspectives on implementing English picture book reading in their classrooms under the current state of elementary English education. Eleven teachers with English teaching experience were interviewed, and recorded interviews were transcribed and analyzed for underlying themes. The results suggested two themes: incompatibility and insufficiency. The teachers view picture book reading as not compatible with their current English classes for the differences in needed classwork, for disparity in the English learners’ competence, and for problems inherent in English education in Korea. Also, the teachers regard the present state of elementary English as insufficient for contemplating picture book reading. As factors, the teachers’ lack of knowledge, training, and experience concerning picture book reading and the education system’s and school administrations’ lack of awareness are identified. The incompatibility and insufficiency appear to cause teachers with more knowledge and training on the subject to dismiss the idea of employing picture books in the classroom. Based on the result, the study suggests changes of perspective in the curriculum and the administration regarding children’s literature and its reading in the elementary English classroom.
Abstract
This study explores Korean elementary school teachers’ perspectives on implementing English picture book reading in their classrooms under the current state of elementary English education. Eleven teachers with English teaching experience were interviewed, and recorded interviews were transcribed and analyzed for underlying themes. The results suggested two themes: incompatibility and insufficiency. The teachers view picture book reading as not compatible with their current English classes for the differences in needed classwork, for disparity in the English learners’ competence, and for problems inherent in English education in Korea. Also, the teachers regard the present state of elementary English as insufficient for contemplating picture book reading. As factors, the teachers’ lack of knowledge, training, and experience concerning picture book reading and the education system’s and school administrations’ lack of awareness are identified. The incompatibility and insufficiency appear to cause teachers with more knowledge and training on the subject to dismiss the idea of employing picture books in the classroom. Based on the result, the study suggests changes of perspective in the curriculum and the administration regarding children’s literature and its reading in the elementary English classroom.
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