원어로 진행되는 영어수업에 대한 비판적 재고
A Critical Review of Teaching English through English
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As with the change of TETE policies at school, many positive findings of TETE have been introduced regarding its affective and cognitive effects. However, an in-depth discussion of realistic problems teachers are facing in the classroom has not been made in the previous studies. At this junction, the study aims to provide a critical perspective on TETE through the investigation of TETE classrooms and dialogs with TETE participating teachers. In order to achieve the overall aim of the study, multiple sources of data were solicited from three middle school teachers: two-month non-intrusive classroom observations (video recordings), questionnaires, and teachers' assessments of TETE classrooms. The results of the study are as follows. First, teachers were having great trouble in having an effective TETE due to the wide range of students' language levels. TETE was useful to the high-achieving students, giving more motivation and interest in English; in contrast, low-achieving students developed greater fear and reluctance to study English and refused to engage in English instruction. Second, teachers pointed out a hostile environment for efficient TETE. Most of the teachers worried about large-sized classrooms and lack of class hours. Suggestions for improving the TETE classroom realities are in order.
Abstract
As with the change of TETE policies at school, many positive findings of TETE have been introduced regarding its affective and cognitive effects. However, an in-depth discussion of realistic problems teachers are facing in the classroom has not been made in the previous studies. At this junction, the study aims to provide a critical perspective on TETE through the investigation of TETE classrooms and dialogs with TETE participating teachers. In order to achieve the overall aim of the study, multiple sources of data were solicited from three middle school teachers: two-month non-intrusive classroom observations (video recordings), questionnaires, and teachers' assessments of TETE classrooms. The results of the study are as follows. First, teachers were having great trouble in having an effective TETE due to the wide range of students' language levels. TETE was useful to the high-achieving students, giving more motivation and interest in English; in contrast, low-achieving students developed greater fear and reluctance to study English and refused to engage in English instruction. Second, teachers pointed out a hostile environment for efficient TETE. Most of the teachers worried about large-sized classrooms and lack of class hours. Suggestions for improving the TETE classroom realities are in order.
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