한국초등학교에서 비원어민 영어교사로 살아가기

다국어 초록 (Multilingual Abstract)

This paper explores nonnative English teachers' lived experiences, focusing on their English teacher identity formation. They are co-teaching with native teachers in the Korean elementary school contexts. The three participants' shared stories were unpacked, analyzed, and interpreted by narrative inquiry methodology. As a result of the study, five key considerations emerged. First, socially constructed English concept, 'English is an ability and a power', affects on the formation of teachers' English concept and their identities as well. Second, nonnative English teachers form strong 'English learner identity' when they stick to the value of English coming from the social English concept. Third, 'expected English proficiency' for nonnative teachers gives them continuous tension and English learner identity. Fourth, nonnative teacher identities formed depending on their school landscape, particularly on students' levels of English, are very different. Fifth, when they realize true nature of Native English Speaking Assistant Teacher Project, they get free from the tension and struggles coming from English proficiency and the original English teacher identity and the identity of native English teacher trainer are constructed. English concepts for nonnative English teachers are changing over time and place. Accordingly, teacher identity they form is multiple, fluid, and shifting as it is constructed and reconstructed.