Co-Teaching in a Primary EFL Classroom: An Ethnographic Perspective
2
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
Co-teaching has become a common language teaching practice in primary EFL classrooms. However, we have very little situated ethnographic research on primary EFL classrooms. This study focuses on one co-teaching pair--one ‘native’ and one ‘non-native’ teacher of English--to explore how they collaborate in the EFL classroom. In total, fifteen audio-taped lessons and interviews of each teacher over one semester were analyzed to identify their co-teaching practices. The findings indicate that teachers enrich the language learning environment by complementing each other in their strenghts and weaknesses and overcome their students’ lack of exposure to the target language by providing meaningful contexts. This study sheds light on how co-teaching practices can be enhanced in EFL classrooms, and thus what educational prerequisites, support and care should be provided to implement better co-teaching practices in EFL contexts.
Abstract
Co-teaching has become a common language teaching practice in primary EFL classrooms. However, we have very little situated ethnographic research on primary EFL classrooms. This study focuses on one co-teaching pair--one ‘native’ and one ‘non-native’ teacher of English--to explore how they collaborate in the EFL classroom. In total, fifteen audio-taped lessons and interviews of each teacher over one semester were analyzed to identify their co-teaching practices. The findings indicate that teachers enrich the language learning environment by complementing each other in their strenghts and weaknesses and overcome their students’ lack of exposure to the target language by providing meaningful contexts. This study sheds light on how co-teaching practices can be enhanced in EFL classrooms, and thus what educational prerequisites, support and care should be provided to implement better co-teaching practices in EFL contexts.
참고문헌 (27)
- Birch, Barbara, "English L2 Reading : Getting to the Bottom" (2014), Routledge
- Doughty, Catherine, "Focus on Form in Classroom Second Language Acquisition" (1998), Cambridge University Press
- Holliday, Adrian, "The Struggle to Teach English as an International Language" (2005), Oxford University Press
- Jeon, Mihyon, "Globalization and Native English Speakers in English Programme in Korea(EPIK)", Language, Culture and Curriculum, 22(3), pp.231~243 (2009)
- Johnstone, Barbara, "Discourse Analysis" (2008), Blackwell
- 김정렬, "영어과 한국인 교사와 원어민 영어 보조교사 협력 수업의 효과 메타분석", 영어교과교육, 10(3), pp.91~113 (2011), 한국영어교과교육학회[DOI]
- 김명희, "How do native English-speaking teachers perceive co-teaching?", 응용언어학, 26(4), pp.213~249 (2010), 한국응용언어학회
- 김영민, "초등학교 원어민 영어교사의 활용실태", 신영어영문학, (45), pp.223~246 (2010), 신영어영문학회
- 이현우, "원어민 영어 보조교사에 대한 만족도 및 효과적 활용방안 연구", 교육문화연구, 18(3), pp.73~106 (2012), 교육연구소[DOI]
- 이진경, "영어 원어민 교사의 수업 행동과 교육적 지식", 영어교육, 66(4), pp.213~235 (2011), 한국영어교육학회[DOI]
- 이미진, "Co-initiations in EFL Collaborative Teaching Interaction", 영어교육, 72(3), pp.3~24 (2017), 한국영어교육학회
- Matsuda, Aya, "Principles and Practices of Teaching English as an International language", pp.17~27 (2012), Multilingual Matters
- Mehan, Hugh, "Learning Lessons: Social Organization in the Classroom" (1979), Harvard University Press
- Miles, Matthew, "Qualitative Data Analysis: An Expanded Sourcebook" (1994), Sage Publications
- Ministry of Education, "English Subject Curriculum", Ministry of Education, ~ (2015)
- Moodie, Ian, "English Language Teaching Research in South Korea: A Review of Recent Students (2009-2014)", Language Teaching, 49(1), pp.63~98 (2016)
- Park, Gi-Pyo, "Relations among L1 Reading, L2 Knowledge, and L2 Reading:Revisiting the Threshold Hypothesis", English Language Teaching, 6(12), pp.38~47 (2013)
- Park, Jae-Eun, "English Co-Teaching and Teacher Collaboration: A Micro-Interactional Perspective", System, 44, pp.34~44 (2014)
- Phillipson, Robert, "Linguistic Imperialism" (1992), Oxford Press University
- 신길호, "면담조사를 통한 EPIK제도의 운영 분석과 개선방향 모색", 영어영문학연구, 52(4), pp.191~212 (2010), 한국중앙영어영문학회[DOI]
- Song, Juyoung, "Emotions and Language Teachers Identity : Conflicts, Vulnerability, and Transformation", TESOL Quarterly, 50(3), pp.631~654 (2016)
- Spada, Nina, "Form-Focused Instruction and Second Language Acquisition : A Review of Classroom and Laboratory Research", Language Teaching, 30(2), pp.73~87 (1997)
- van Lier, Leo, "The Classroom and the Language Learner" (1988), Longman
- Watson-Gegeo, Karen, A, "Ethnography in ESL : Defining the Essentials", TESOL Quarterly, 22(4), pp.575~592 (1988)
- Yamashita, Junko, "Mutual Compensation between L1 Reading Ability and L2Language Proficiency in L2 Reading Comprehension", Journal of Research in Reading, 25(1), pp.81~95 (2002)
- 유범, "중학교 영어원어민 교사-한국인 영어교사 팀티칭 과정의 고충 요인 분석", 영어교과교육, 8(2), pp.57~72 (2009), 한국영어교과교육학회[DOI]
- Young, Richard, "Learning as Changing Participation : Discourse Roles in ESL Writing Conferences", The Modern Language Journal, 88(4), pp.519~535 (2004)