초록
영어
Hong, Young-Suk. 2014. Meanings of English to NNESTs in Korean School Contexts. Journal of Linguistic Studies 19(3). 181-209. Drawing on Narrative Inquiry Methodology, this paper examines Korean elementary English teachers’ lived experiences, focusing on the meanings of English they construct. They are located in a particular situation of co-teaching with a native assistant teacher of English. Three participant teachers’ shared stories are unpacked, analyzed, and interpreted narratively. As a result of the study, three meanings of English emerge: Firstly, English is a power. Secondly, English is a burden. Thirdly, English is a teaching content. In sum, the nonnative English teachers in elementary schools constructed and reconstructed repeatedly the meanings of English depending on contexts in which they are located. These multiple meanings of English are expressed when they live and tell their teacher stories, thus forming multiple English teacher identities. The findings from the study give important implications about in-service English teacher education in terms of building their teacher identities. The study suggests the importance of providing in-service English teachers with an opportunity to think about a narrative perspective regarding forming teacher identity with their own English concepts in order to suggest new possibilities for teachers, students, NS assistant teachers, and parents. (Jungwon University)
목차
1. Introduction
1.1 Context of the Study
1.2 Purpose and Research Questions
2. Bringing Theoretical Concepts to the Korean School Landscape
2.1 Teachers’ Personal Practical Knowledge in EFL Teaching
2.2 Teachers’ Professional Knowledge Landscape
2.3 Teachers’ Stories to Live by
2.4 Wondering about Other Studies
3. Methodology and Process of the Study
3.1 Narrative Inquiry Methodology
3.2 Process of the Study
4. Narrative Accounts
4.1 Burden of English Proficiency
4.2 Relationship Between NNESTs and NESTs
5. Conclusion and Implications
References