Earticle

초록

영어

Based on the multilingual perspective that emphasizes that non-native variants of English need to be recognized as having values equivalent to the native speakers’ English, this study aimed at discovering elementary school teachers’ perceptions and beliefs of native-speakerism, multilingualism, and monolingualism in English education, and the contradictions and questions they had as they reflected on the language ideologies. Nine elementary teachers participated in the study, and two written reflections on language ideologies and two follow-up group interviews were used as the data source. The findings were as follows. First, the teachers confirmed, consolidated, or realized how native speakerism and monolingualism were deeply rooted in English teaching and learning. However, they showed that they had agency in their own teaching, and also showed changes in their perception through reflecting on their experiences. Last, the teachers had questions and contradictions about implementing a multilingual approach in teaching English, which provides the issues and challenges to be solved for the transformation of English education in the multilingual world. This study has implications for primary English education.

목차

Abstract
I. 서론
II. 이론적 배경 및 선행연구
1. 다중언어주의의 정의와 특질
2. 트랜스랭귀징(Translanguaging)
3. 초등영어교육에서 다중언어주의와 트랜스랭귀징의 적용
4. 다중언어주의에 대한 교사의 인식과 믿음
III. 연구 방법
IV. 결과 및 논의
1. 영어교육에서 언어 이념에 대한 성찰
2. 교사의 능동성과 인식의 변화
3. 모순과 질문: 해결해야 할 과제
V. 결론 및 제언
참고문헌

키워드

저자

• 조현희 [ Cho, Hyunhee | 대구교육대학교 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  외국어교육 [Foreign Languages Education]

• 간기

  계간

• pISSN

  1226-4628

• eISSN

  2384-1427

• 수록기간

  1995~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 705 DDC 405