비판적 접근으로 본 영어교육에 대한 중등 영어교사들의 인식 연구
A study on the Korean secondary English teachers’ perception from a critical approach toward English education.
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This study examines how secondary English school teachers perceive English education from a critical approach. A qualitative research method was employed with six secondary English teachers. The data were collected from in-depth, semi-structured interviews. Findings demonstrate that those teachers had a negative view on current English education since it only functions as a screening tool, and it focuses too much on reading. However, those teachers presupposed English as an important language, i.e., regarding English as a practical and useful tool for the wider world. Therefore, they could not assess English education with a critical approach, thus struggle to encourage students to learn English and acquire such a useful tool, by-passing social problems and negative results English education might cause. Such a nonpolitical and noncritical view toward English education, as Canagarajah (1999) points out, only leads to accommodation or domination. This study suggests taking a critical approach to the aims of English education, teaching practices, and unproblematized assumptions English education presupposes.
Abstract
This study examines how secondary English school teachers perceive English education from a critical approach. A qualitative research method was employed with six secondary English teachers. The data were collected from in-depth, semi-structured interviews. Findings demonstrate that those teachers had a negative view on current English education since it only functions as a screening tool, and it focuses too much on reading. However, those teachers presupposed English as an important language, i.e., regarding English as a practical and useful tool for the wider world. Therefore, they could not assess English education with a critical approach, thus struggle to encourage students to learn English and acquire such a useful tool, by-passing social problems and negative results English education might cause. Such a nonpolitical and noncritical view toward English education, as Canagarajah (1999) points out, only leads to accommodation or domination. This study suggests taking a critical approach to the aims of English education, teaching practices, and unproblematized assumptions English education presupposes.
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