초록
영어
This qualitative study explores the teacher identities of three Korean English language teachers(KELTs) in higher education by delving into how they perceive the current college English education policy in favor of native English speaking teachers(NESTs); and themselves as non-native English speaking teachers. Data was collected mainly through interviews and teaching journals. A grounded theory approach was used to analyze the data. While teacher participants recognized that NESTs have been recently on the increase in universities, they perceived that there are problems with the overall employment policy of NESTs such as doubt on effectiveness of NESTs’ classes and their qualifications as college professors. With regard to KELTs’ teaching and status, they felt insecure and thus wanted to reinforce their qualifications as language teachers, and also frustrated with the situation that would limit themselves to partaking just a supporting role in classes taught by NESTs. Based on the findings, pedagogical implications on teacher education programs are provided.
목차
1. Introduction
2. Social Identity of Teacher
3. Methodology
3.1. Participants
3.2. Data Collection and Analysis
4. Findings
4.1. Increase of NESTs as College English Language Teachers
4.2. Doubt of Educational Effects of NESTs' Classes
4.3. Impacts upon KELTs’ Teaching and Their Status
5. Discussions and Conclusion
5.1. Native Speaker Fallacy and Crisis of the Deprivation of Employment Opportunity
5.2. Striving for Conquering the Disadvantageous Language Teacher Status
References