earticle

영어

The purpose of this study is to find out the characteristics of the Adjustment in Korean School Life of the English Assistant Teacher. The object of this study was the English Native Assistant Teacher(ENAT) in a middle school, and the research data have been collected and analyzed based on direct observations, in-depth interviews, and documents according to the qualitative research tradition from March 2010 to September 2010. Three main characteristics to adjust to the class were discovered through the study: 'Making and using teaching materials in person', 'Showing with gestures in class', and finally 'Following cooperative teachers'. The first characteristic is that ENAT makes and use her own teaching materials in class for the easier and more interesting class. The second characteristic is that ENAT uses many kinds of gestures during class because she knows the explanation with them is much easier and more interesting for the students. The last characteristic is to accept cooperative teachers' requests without arguments. Three main characteristics to adjust to the school life were discovered through the study: 'Avoiding the disagreement on purpose', 'Borrowing others' help', 'Staying alone', and finally 'Becoming a generous person'. 'Avoiding the disagreement on purpose' is to pretend not to know about the circumstances that are taking place inside the school. 'Borrowing others' help' is to solve the problem more easily by using cooperative teachers or students. 'Staying alone' is to live alone in English Only Room, her own office, and search the internet website to find good teaching materials or communicate with the students who visit there. 'Becoming a generous person' is to follow the opinions of other school members like School Managers, Korean English Teachers and the students, if possible.

한국어

본 연구는 영어 원어민 보조교사의 한국 학교생활에서의 적응 과정과 적응 전략을 탐색해 보고자 하는 연구이다. 이를 위하여 한 중학교에 근무하는 영어 원어민 보조교사를 주제보자로 선정하여 참여관찰과 심층면담 중심의 질적 연구를 수행하였다. 연구 결과, 영어 원어민 보조교사의 학교생활 적응 전략은 수업에서의 적응 전략과 생활에서의 적응 전략이 구분되어 나타났다. 원어민 영어 보조교사는 수업에서 ‘협력교사에게 의존하여 수업하기’, ‘동작으로 말하기’, ‘물건을 통해 전달하기’ 등의 전략을 활용하는 것으로 나타났고, 학교생활에서는 ‘혼자서 살아가기’, ‘남 의지하기’, ‘갈등 피하기’ 등을 통해 적응해가는 것으로 나타났다. 본 연구 결과를 바탕으로, 영어 원어민 보조교사 제도의 활성화를 위해 영어 원어민 모조교사에 대한 사전교육 강화, 영어 원어민 보조교사에 대한 소품 지원 확대, 협력교사에 대한 교육 강화, 학교관리자들의 영어 원어민 교사 관리 능력 함양 등의 필요성을 제안하였다.