원문정보
초록
영어
As a crucial part of English teacher education, this study aims to critically reflect on the commonly experienced issues related to EFL learning and teaching in South Korea. Within the theoretical and methodological framework of critical performative pedagogy (CPP), this study focuses on the analysis of Boalian forum theatre, directed and enacted by seven graduate students majoring in English education in a graduate course. The results of the critical discourse analysis of the forum theatres reveal that the participants experienced the internalized native/non-native speaker dichotomy in communication with native-English speaking teachers at school, regardless of their backgrounds in English learning and teaching. Additionally, the concept of translanguaging can be applied to the Korean school context as an alternative view on Korean-English bilingual practices. The implication of this study emphasizes the importance of teachers’ critical reflection of their own experiences in the EFL context and the application of CPP as an alternative teacher education model for EFL teachers.
목차
Introduction
Literature Review
The Native/Non-native Speaker (NS/NNS) Dichotomy and English Teacher Identity
Translanguaging
Critical Performative Pedagogy (CPP)
Methods
Research Site and Participants
Data Collection and Analysis
Findings
CDA Analysis
Reflections
Conclusion
Acknowledgements
The Authors
References
Appendix A
Appendix B