보호영어 프로그램의 내용 수업에서 한국 아동들의 의사소통 및 학습 전략 연구 = Toward Comprehensibility: How Korean ESL Children Learn and Communicate in the Sheltered Content Classroom

국문 초록 (Abstract)

본 연구는 목표어인 영어로 진행되는 미국 초등학교 4학년의 보호영어 내용수업에서 한국인 아동들이 이해를 위해 사용하는 의사소통 양상과 다양한 학습방법들을 조사하였다. 모국어가 다른 학생들이 섞인 ESL 학급에서 과반을 차지하는 한국인 학생들은 우선 모국어 지식을, 보조교사에 도움 요청 및 언어적 가설 실험, 의미교섭, 목표어 지식 내재화, 타국 학생 견제 및 집단적 결속과시, 그리고 사회적 거리 및 정의적 혼란을 표현하기 위한 목적 등을 위한 능동적 언어 자원으로 활용하고 있었다. 또한 모국어를 활용하지 않는 다른 여러 가지 학습 및 소통 전략도 관찰되었으며, 학생들의 이해와 학습에 도움을 주기 위한 원어민 교사와 이중언어화자인 보조교사의 언어적, 담화적, 교육적 장치들도 발견되었다. 목표어로만 이루어지는 수업과 소통환경에서 모국어 자원과 제한된 목표어 자원을 적극적으로 운용하여 목표어 학습과 내용 학습, 그리고 소통이라는 목표를 이루어내며 이중언어화자로 발달하는 한국인 아동들의 모습은 여러 가지 언어교육적 시사점을 준다.

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