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Hong, Young-Suk. 2014. Multiplicity of a Teacher Identities and Fluidity of Her English Concepts: A Narrative Inquiry into an Elementary EFL Teacher's Life Stories. Journal of Linguistic Studies 19(2), 183-206. This paper explores how a Korean elementary EFL teacher composes her teacher stories, who is situated in the social atmosphere of prevailing perception of English as an absolute value. As a result of this narrative inquiry, emerged implications and understandings are as follows: Firstly, the elementary EFL teacher is vulnerable to forming English teacher identities; however, she is located in psychologically higher position in the school landscapes because of her 'assumed English competence'. Secondly, fluidity of her English concepts forms so different teacher identities and her teacher identities are composed so differently according to different places and situations. Thirdly, the participant teacher was able to overcome the linguistic inferiority of English to native English assistant teachers by establishing the essential meaning of English teaching as a foreign language in the Korean context. Lastly, the elementary EFL teacher lives totally different stories depending on looking at English as ends or as means in terms of being an EFL teacher. It is hoped that this paper will offer insights into composing life stories as a Korean elementary EFL teacher and expanding the understanding of their storied lives as phenomenon in the Korean society. (Jungwon University)

목차

1. 들어가면서
 2. 연구 방법/이론적 배경
  2.1 초등영어교과전담교사의 살아가는 이야기에 대한 내러티브 탐구
  2.2 '교사정체성'의미로 ‘Stories to live by(살아내는 이야기)’ 개념 차용
  2.3 자전적 내러티브의 탐구관점
  2.4 선행 연구
 3. 연구 과정
 4. 연구참여교사: 윤 솔 교사
 5. 윤 솔 교사의 내러티브 풀어내기
  5.1 영어교과전담교사로 위치하기
  5.2 영어 경험에 따른 영어 관념의 유동성
  5.3 환경에 따른 교사정체성의 다중성
  5.4 원어민보조교사와 살아가기
  5.5 초등영어교사됨에 대한 신념
 6. 나가며
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저자

• 홍영숙 [ Hong, Young-Suk | 중원대학교 ]

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