A Critical Reflection on the ‘Teaching English Through English’ Classes in the Korean Context
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The purpose of this study is to critically reflect on the “Teaching English through English (TETE)” classes in the Korean context. For that purpose the study first analyzed three model TETE classes qualitatively and described their weaknesses as communicative classes. It then administered two questionnaire surveys on what the teachers and the students think about and do in the TETE classes and English teaching/learning in general. For some supplementary data the study also conducted a group interview with five middle school English teachers. According to the results, the model TETE classes lack crucial elements of communicative classes, and as such can not be of much help in producing good language learners. Based on the results the study concludes 1) that the English-only policy in the TETE classes is not realistic at least in the current Korean context; 2) that the English teachers need to use the target language maximally but with judicious use of the students’ native language; 3) that without appropriate classroom techniques/procedures the teacher’s use of target language itself does not guarantee the development of communicative language ability in the students; and 4) that we need to raise the teachers’ awareness of their teaching.
Abstract
The purpose of this study is to critically reflect on the “Teaching English through English (TETE)” classes in the Korean context. For that purpose the study first analyzed three model TETE classes qualitatively and described their weaknesses as communicative classes. It then administered two questionnaire surveys on what the teachers and the students think about and do in the TETE classes and English teaching/learning in general. For some supplementary data the study also conducted a group interview with five middle school English teachers. According to the results, the model TETE classes lack crucial elements of communicative classes, and as such can not be of much help in producing good language learners. Based on the results the study concludes 1) that the English-only policy in the TETE classes is not realistic at least in the current Korean context; 2) that the English teachers need to use the target language maximally but with judicious use of the students’ native language; 3) that without appropriate classroom techniques/procedures the teacher’s use of target language itself does not guarantee the development of communicative language ability in the students; and 4) that we need to raise the teachers’ awareness of their teaching.