코로나19 시대의 초등영어교육 관련 정부 자료집 및 연구 동향의 체계적 고찰

허혜정(Hye-jung Heo) 한국초등영어교육학회 2022 초등영어교육 Vol.28 No.3

한국의 첫 번째 코로나19 환자는 2020년 1월 19일에 처음 발생하여, 2월 중순부터 급격히 환자의 수가 증가하였다. 한국은 3월부터 정규 학기가 시작되기 때문에 이러한 감염 확산세는 학교 교육에 영향을 미치게 되었다. 교육부는 불가피하게 2020년 2월 23일, 전국의 유치원과 초등학교, 중학교, 고등학교 및 특수학교의 개학을 연기하는 방안을 발표하며 첫휴업령을 선포하게 되었다. 이후 2020년 3월 31일, 교육부는 등교 형태의 개학이 어렵다고판단하여 원격수업을 통한 개학 실시를 발표하였다. 장기화되는 학생들의 학습 결손을 최소화하고 코로나19로 인한 위기에 능동적으로 대응하고자 내린 사상 초유의 발표였다. 이러한원격수업으로서의 개학을 위하여 교육부는 3월 27일 ‘원격수업 운영 기준안’(교육부, 2020a) 을 수립하고 4월 7일 ‘원격수업 출결·평가·기록 가이드라인’(교육부, 2020b)을 마련하여 학교 현장에 배포하였다. 이후 감염병 상황이 조금씩 호전되면서 5월 20일부터 6월 8일까지고등학교 3학년을 시작으로 4차례에 걸쳐 순차적으로 등교 개학을 하였고, 학교 내 밀집도원칙의 변화를 거듭하다 2021년 10월 29일 ‘교육 분야 단계적 일상회복 추진방안’을 발표에따라 2021년 11월 22일 이후부터는 사회적 거리두기 단계의 구분에 따른 등교 원칙이 폐지되어 전면 등교가 가능하게 되었고 교과 및 비교과 영역에서 위축되었던 교육활동들도 부분적으로 정상화가 가능하게 되었다. 이와 같은 코로나19 상황에서 약 2년간 지속된 원격수업은 학교나 교사, 학생의 선호나요구에 의해서가 아니라 감염병 상황 하에서 사회적 합의에 의한 불가피한 조치였다는 점에서 기존에 이루어졌던 영어 원격 수업이나 화상 수업과는 차이점이 있다. 이에 본 연구에서는 2020년과 2021년에 이르는 약 2년 동안 교육부가 초등영어교육과 관련하여 발간한 각종자료집을 분석하고, 이 시기에 이루어진 원격수업 형태의 초등영어수업과 관련한 1차 연구들을 분석함으로써 당면한 교육 현장의 실태를 점검하고 향후 개선점을 모색하고자 하였다. 이를 위한 구체적인 연구문제는 다음과 같다.… The main purpose of this paper is to draw implications for online English classes by systematically reviewing government casebooks and research studies dealing with online elementary school English classes in Korea during the COVID-19 epidemic. In-depth analyses of Korean government casebooks and 16 primary studies published during the years 2020 and 2021 showed that the Ministry of Education tried to support elementary schools by providing examples of restructuring standards for achievement, examples of instructional plans, and examples of evaluation and feedback. Some other findings are as follows. The ratio of content utilization-centered classes using the ‘E-learning platform’ for elementary English was high. Of the entire studies, 74% was conducted in the metropolitan area. Learners valued interaction with teachers the most. Teachers were concerned about copyright infringement and the learning gap between learners. It is necessary to further explore various types of online English classes, taking into account the characteristics of elementary learners.

한국 초등 영어교육과정 25년사: 제6차에서 2022 개정 교육과정까지

오신유,김태영 한국초등영어교육학회 2023 초등영어교육 Vol.29 No.3

This study undertakes a comprehensive analysis of the elementary English curricula in Korea since the implementation of elementary English education in 1997. The research examines the transformations that have occurred in the curriculum’s 1) nature and objectives, 2) content system and achievement standards, and 3) teaching-learning methods and assessment aspects across six revisions. Employing a systematic literature review methodology, the study scrutinizes the six curricula to shed light on the changes that have transpired. Despite several revisions, the fundamental nature and objectives of elementary English education continue to emphasize the significance of early English education in cultivating students’ interest and confidence in learning English. Different configurations were found for the content system. The teaching-learning methods and assessment standards were simplified, and their objectives were changed from being organized by individual grades to being organized by grade groups. Consequently, achievement standards also tended to decrease quantitatively. This paper also discusses the implications of these curriculum changes for English education in Korea.

한국초등영어교육학회 창립 20주년

이재희 한국초등영어교육학회 2015 KAPEE Summer Workshop Vol.2015 No.-

그림책 기반 초등영어 수준별 리터러시 학습 양상 탐구를 위한 실행 연구

박지원(Jiwon Park),김혜리(Hae-Ri Kim) 한국초등영어교육학회 2022 초등영어교육 Vol.28 No.3

초등학교에서 정규 교과목으로 영어를 가르치기 시작한 시기부터 현재까지 학습자의 영어수준을 고려한 수업의 필요성은 꾸준히 제기되어왔으며, 이를 해결하기 위한 노력이 다양하게 이루어졌다. 특히 학년이 올라갈수록 아동들의 영어 수준차가 누적됨에 따라 점차 영어에흥미를 잃는 아동들이 늘어나는 경향이 있는데, 문자언어 학습이 강화되는 고학년 시기에 수준차가 더욱 크게 나타나는 실정이다(권현정, 김혜리, 2012; 이완기, 2014). 하지만, 아동의수준에 따라 교육의 목표, 내용, 방법 등을 달리하는 수준별 수업은 수준에 따른 집단 편성에 의한 구분이 하위 집단에게 열등감을 일으키고 아동 간의 위화감을 조성할 수 있다(이경화 외, 2016). 수준별 수업을 적용할 때 현저한 부진을 보이는 아동들의 경우, 학습 동기를가질 수 있도록 단계적으로 향상시키는 것이 중요하며(정행, 노영신, 2009), 영어 학습에서느꼈던 좌절감과 부정 정서를 극복하고 수업에 참여할 수 있도록 적절한 자료 활용에 대한탐색이 필요하다(권현정, 김혜리, 2012; Jeong & Kim, 2012). 한편, 그림책은 글과 그림이 상호작용하여 이야기를 만들어 내거나 정보를 전달하므로 영어 수준이 낮은 아동들도 그림을 보며 내용을 파악할 수 있으며, 다양한 수준의 어휘나 표현도 포함하므로 상위 수준 아동들의 흥미도 유발할 수 있다. 따라서, 다양한 수준의 아동이있는 학급에서 같은 그림책을 읽더라도 수준별 후속 활동을 수행할 수 있기에 다인수 학급에서 효과적인 수업 자료가 된다(김혜리, 2015). 이와 같은 그림책의 교육적 이점 때문에 국내에서도 초등영어 교육에 그림책을 포함한 아동문학 텍스트를 활용한 연구가 활발히 이루어졌다(김혜리, 김은연, 2012; 김혜리, 이정윤, 2009; 박수정 외, 2019; 박정은, 안경자, 2014). 실제로 그림책을 짧고 쉬운 동시 읽기와 연계한 연구에서 아동들은 자신들의 영어수준에 따라 텍스트에 반응하면서 각자의 수준에서 언어적 향상도와 만족도를 보여주었으며(김혜리, 김은연, 2012), 동일한 텍스트를 읽더라도 영어 수준에 따라 다양한 방식으로 문자언어를 사용해 표현하였다(김혜리, 이정윤, 2009).… This study aims to explore the process of a level-differentiated literacy class in primary English using picture books and investigate the aspects of the learner’s English reading and writing. To achieve the objectives, the following two research questions were proposed: 1) How can each cycle of a level-differentiated literacy class based on picture books be practiced? 2) What are the aspects of a level-differentiated literacy learning in primary English? To answer these questions, data were collected from diverse sources and qualitatively analyzed. The results are as follows. First, a level-differentiated literacy class using picture books was conducted through three cycles. In Cycle I, the students set the stage for reading by decoding words. In Cycle II, students began to read sentences and tried to write. In Cycle Ⅲ, it was possible to develop an integrated literacy through information reading. Based on the positive results of the three cycles, lesson models were derived. Second, it was possible to find three aspects of reading and writing according to the level of students. Low-level students built a foundation of literacy learning from decoding to sentence writing. Mid-level students attempted meaningful writing related to their experiences and processed information using the text they read. High-level students responded to the text in-depth as well as producing their own ideas. Based on the results, some suggestions were provided.

과제중심과 다중지능(MI) 교수학습모형을 활용한 초등영어 통합교육

이금로 한국초등영어교육학회 2006 한국초등영어교육학회회보 Vol.- No.21

유치원 영어교육 현황 분석 - 초등영어교육을 위한 시사점을 중심으로

손중선(Sohn Joong-Sun),이병천(Lee Byeong-cheon),김희규(Kim Hee-Kyu) 한국초등영어교육학회 2008 초등영어교육 Vol.14 No.2

  This study is to obtain a general view of English education at the kindergarten level via surveys of teaching materials, and interviews with three trainers of kindergarten English teachers in Daegu City. A literature review and a survey of the internet homepages of 20 kindergartens nationwide were made for supplementation. The major survey parameters were: English course (non-)offerings, course types, teacher types, teaching hours, principles and methods of teaching, kinds of teaching materials and their content organization. It appears that kindergartens have reached the point where they cannot survive without offering English courses right now. Almost all kindergartens offer both regular and after-school English courses, and teaching hours are continuing to increase. Most of the teachers are people who are hired by an educational corporation that then dispatches them to the various contracted kindergartens. This study also compares the (unofficial) kindergarten English curriculum with the elementary English education curriculum.

책읽기와 극화활동을 통합한 초등영어 영재 교육 방안

김영숙(Kim, Yongsuk) 한국초등영어교육학회 2014 초등영어교육 Vol.20 No.2

The present study aims to devise a special program for gifted English learners which can be applied broadly at Korean public elementary schools. For the purpose, the study surveyed how gifted English learners can be defined, and what their characteristics are, and searched for where special programs for them should be directed. On the basis of the survey and the search, it discussed how gifted English learners in the Korean context can be understood, and how the objectives, the content, the methods and the assessment of special programs for them could be set. Further, it analyzed two cases of such programs in regard to the objectives, the content, the methods and the assessment. One of them is for getting the students read an English fiction speedily and do several language learning activities concerned with the book-reading, and the other is for getting the students do drama activities with several well-known stories. Finally it suggested to apply an English program to a special class of gifted English learners which integrates the two programs, because they were judged to compensate for each other's weaknesses with their strong points. The program capitalizes on the two activities favored in English classes at elementary schools, that is story-reading and role-play, and therefore is expected to be friendly and applicable to relatively a large number of gifted English learners at elementary schools and not to give much burden to teachers.

조기영어교육 경험 여부에 따른 초등학생의 영어학습에 대한 정의적 특성 연구

이서연,배지영 한국초등영어교육학회 2024 초등영어교육 Vol.30 No.1

This study investigates the impact of early English education on the affective characteristics of English learning among fifth and sixth-grade elementary school students in South Korea. A total of 639 students, with parental consent, participated in the survey. The research found that 79.9% (511 students) had experienced early English education, with the initiation timing split between pre-elementary (246 students) and early elementary grades 1-2 (265 students). Utilizing a questionnaire developed from previous studies and adjusted for this research, the study measured affective characteristics including self-efficacy, anxiety, interest, motivation and attitude, and the perception of the necessity of English, across 40 items. The findings indicate that students with early English education displayed more positive perceptions across all measured affective domains, particularly in self-efficacy. Anxiety was also significantly impacted, highlighting the need for strategies to manage students’ anxiety levels and foster a positive learning environment. Moreover, students who began English education in pre-elementary stages showed higher scores in self-efficacy, interest, motivation and attitude, and the perception of the necessity of English, underscoring the benefits of early English learning initiation. This study underscores the significant role of early English education in developing positive affective characteristics towards English learning.

[초등영어교육 발전을 위한 제언] 초등영어교육 발전을 위한 제언

이혜경 한국초등영어교육학회 2005 한국초등영어교육학회회보 Vol.- No.19

예비교사에서 현직교사로: 초등영어교사의 예비교사교육에 관한 경험과 인식

안경자(Kyungja Ahn) 한국초등영어교육학회 2023 초등영어교육 Vol.29 No.2

This study aimed to explore elementary English teachers’ experiences and perceptions of English pre-service teacher education (PRESET). In addition, it investigated the impact of PRESET on the teachers’ English language teaching (ELT). It also examined the teachers’ perceptions of ELT as pre-service and novice English teachers. Fifty elementary English teachers participated in the survey. Among them, ten teachers participated in the focus group research, and their interviews, reflection journals, and lesson observations·analysis were collected and analyzed qualitatively. The results are as follows: Overall, the teachers perceived the PRESET curriculum, teaching practicum, extracurricular activities, and the preparation for the Teacher Employment Test positively in terms of their adaptability into real-life ELT. At the same time, some teachers did not find PRESET particularly useful for their current teaching, because it was not applicable to their real English classroom context. It is implied that PRESET should be improved in order to heighten the teachers’ development of English language and English instructional skills, leading to their learners’ English communicative competence. In particular, there is a need to develop the Teacher Employment Test to measure and support the teachers’ English teaching skills more effectively. Important implications regarding elementary English teacher education will be further discussed.