국제어로서의 영어 문화 교육
Teaching Culture with English as an International Language
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This paper aims to reflect theoretical discussion about English as an international language and to apply to primary English education. Firstly, the paper examines the definition and character of English as an international language, the relationship that exists between culture and an international language, and the appropriate material and teaching method for English as an international language. Secondly, the paper finds some problems in primary English textbooks, CD-ROMs, and teacher's guides from the viewpoint of English as an international language, and suggests some changes for an effective cultural teaching. An international language is one which is used by people of different nations to communicate with one another. These nations include countries using English not only as the first language(Inner circle) but also as the second language (Outer circle) and the foreign language(Expanding circle). English education as an international language doesn't need to regard language and the culture of the “inner circle” as standard any longer. Appropriate materials and teaching methods totally depend on local teachers who have lots of teaching experiences and know the local environment. Some problems were found in the CD-ROMs and teacher's guides for primary English textbooks. Firstly, all the foreigners and places that appear in the CD-ROMs are from the “inner circle”. Secondly, the foreigners’ identity was described wrongly or mixed with Korean identity in many situations. It may make it hard for students to recognize culture as difference, and to establish a sphere of interculturality. Third, most of the culture tips in the teacher's guides were provided not as a reflection of each other’s culture, but as a resource for the “inner circle”. The paper suggests the primary English textbooks should be revised for elementary school students to recognize culture as difference and to establish a sphere of interculturality.
Abstract
This paper aims to reflect theoretical discussion about English as an international language and to apply to primary English education. Firstly, the paper examines the definition and character of English as an international language, the relationship that exists between culture and an international language, and the appropriate material and teaching method for English as an international language. Secondly, the paper finds some problems in primary English textbooks, CD-ROMs, and teacher's guides from the viewpoint of English as an international language, and suggests some changes for an effective cultural teaching. An international language is one which is used by people of different nations to communicate with one another. These nations include countries using English not only as the first language(Inner circle) but also as the second language (Outer circle) and the foreign language(Expanding circle). English education as an international language doesn't need to regard language and the culture of the “inner circle” as standard any longer. Appropriate materials and teaching methods totally depend on local teachers who have lots of teaching experiences and know the local environment. Some problems were found in the CD-ROMs and teacher's guides for primary English textbooks. Firstly, all the foreigners and places that appear in the CD-ROMs are from the “inner circle”. Secondly, the foreigners’ identity was described wrongly or mixed with Korean identity in many situations. It may make it hard for students to recognize culture as difference, and to establish a sphere of interculturality. Third, most of the culture tips in the teacher's guides were provided not as a reflection of each other’s culture, but as a resource for the “inner circle”. The paper suggests the primary English textbooks should be revised for elementary school students to recognize culture as difference and to establish a sphere of interculturality.
참고문헌 (23)
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