초등학교 영어ㆍ수학 통합 교육에서 CALLA의 적용 효과 = Effects of applying CALLA to the integration of English and mathematics in elementary schools

다국어 초록 (Multilingual Abstract)

  The purpose of this study is to investigate appropriate ways of teaching English to Korean elementary school students applying a CALLA (Cognitive Academic language Learning Approach) program. The adaptation of the CALLA program to elementary schools is to supplement the limited time allotted to English classes and to provide students with chances to learn English through an integrated academic language and learning strategies. For the purpose of this study, two fourth-grade homogeneous classes were selected: an experimental and a control group. For the experimental group, the CALLA program was adopted in mathematics classes, while the control group was taught mathematics without implementing the CALLA program. To analyze the effects of the experimental treatment, two kinds of aspects were analysed: affective and cognitive domains in both English and mathematics. With respect to these findings, it can be concluded that the CALLA program can contribute to the improvement of students" affective and cognitive domains in English without any negative effects on mathematics learning.

목차 (Table of Contents)

• 영어 초록
  Ⅰ. 서론
  Ⅱ. 이론적 배경
  Ⅲ. 연구 방법
  Ⅳ. 연구 내용
  Ⅴ. 결과
  Ⅵ. 결론 및 제언
  참고 문헌
  저자소개
  

참고문헌 (Reference)

1 "초등학교 영어ㆍ과학 내용중심 통합 영어 수업의 효과" 2004

2 "초등학교 수준별 영어ㆍ과학 내용 중심 통합 수업의 효과" 2005

3 "수학과 영어의 통합학습 방안을 위한 연구" 27 : 311-327, 2001

4 "내용중심 초등영어 교육에서의 학습책략 훈련 프로그램 모형 개발 CALLA의 적용 가능성" 9 (9): 55-91, 2003

5 "The construct of proficiency in bilingual education Grorgetown University round table on language and linguistics" Georgetown University Press 81-103, 1980

6 "The CALLA handbook: Implementing the cognitive academic language learning approach" Addison-Wesley 1994

7 "Indicators of children's decontextualized language skills Journal of Research in Childhood Education" 37-48, 1986

8 "Developing English and language and literacy in the multilingual classroom" 1988

9 "A conceptual framework for the integration of language and content in second/foreign language instruction" 201-217, 1989

10 "A bridge to the mainstream" 227-249, 1987