A Case Study on Practices of Transversal Competency in English Education in Korea
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The purpose of this study is to explore how to use transversal competencies in English classes in Korean secondary schools. Transversal competency consists of six domains: critical and innovative thinking, interpersonal skills, intrapersonal skills, global citizenship, media and information literacy, and physical health and religious values (optional). In order to investigate specific cases in Korea, researchers visited two middle schools and one high school with a focus on improving students’ competencies. The researchers also observed English classes at these schools and conducted in-depth interviews with principals and teachers. The results revealed that principals realized the importance of practicing competencies in their schools and supported teachers and students in the teaching and learning. Teachers were also aware of the importance of cultivating students’ competencies and practiced them in their classes. To improve students’ competencies, those teachers employed a variety of activities in their classes which were used to develop mainly students’ reading and writing proficiencies. The observed classes emphasized the development of students’ competencies in collaboration, consideration, creativity, the use of ICT, etc. The result of this research can provide crucial information on how to integrate competencies in English classes. Furthermore, it can be employed as a resource for the development of English curriculum emphasizing the development of students’ competencies.
Abstract
The purpose of this study is to explore how to use transversal competencies in English classes in Korean secondary schools. Transversal competency consists of six domains: critical and innovative thinking, interpersonal skills, intrapersonal skills, global citizenship, media and information literacy, and physical health and religious values (optional). In order to investigate specific cases in Korea, researchers visited two middle schools and one high school with a focus on improving students’ competencies. The researchers also observed English classes at these schools and conducted in-depth interviews with principals and teachers. The results revealed that principals realized the importance of practicing competencies in their schools and supported teachers and students in the teaching and learning. Teachers were also aware of the importance of cultivating students’ competencies and practiced them in their classes. To improve students’ competencies, those teachers employed a variety of activities in their classes which were used to develop mainly students’ reading and writing proficiencies. The observed classes emphasized the development of students’ competencies in collaboration, consideration, creativity, the use of ICT, etc. The result of this research can provide crucial information on how to integrate competencies in English classes. Furthermore, it can be employed as a resource for the development of English curriculum emphasizing the development of students’ competencies.
참고문헌 (16)
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