초등학생 학부모들의 자녀 영어교육에 대한 인식과 경험 = Perceptions and experiences of elementary school parents regarding English education of their children|RISS 상세보기

다국어 초록 (Multilingual Abstract)

This study investigates elementary school parents’ perceptions and experiences regarding their children’s English education. Specifically, this study examines the different perceptions parents have regarding English education. Furthermore, this study discusses the different factors parents’ consider when making critical decisions regarding their children’s English Education. Finally, this study discusses what support needs parents feel are required in order to advance their children’s English education. This study consisted of Ten fourth-grade students and their parents. Parents were interviewed twice while their children were interviewed once. All interviews were then analyzed.
In regards to parents’ perception of English education, the vast majority was supportive and felt that it was an important part of their child’s education. In addition, the majority expressed a desire to know English themselves. However, some parents were intimidated and thus never pursued learning English on their own. Three general differences emerged when parents were asked to explain why they felt English was important. Some parents viewed English as a means of communication; others perceived English as a stepping-stone to scholastic success, while the rest viewed English as a means of increasing their child’s chances for success in the labor market.
Parents also expressed different opinions as to when children should begin to learn English. Some felt that learning a second language is easier when one is younger, and thus preferred early education. Others believed that young children do not possess the cognitive abilities to cope with the stresses of learning another language and favored later education. Furthermore, they believed children are not interested in learning another language. Despite the differences cited above, the majority of parents agreed that public English education was not adequate and that private lessons were essential if their children were to succeed in English.
Many parents discussed the important, and frequently difficult, choices they faced regarding the English education of their children. Overall, parents considered six main factors to be most significant when making decisions effecting their child’s English education 1) public education versus private education 2) emphasis on communication as opposed to rules and structure 3) participating in their child’s education versus remaining uninvolved 4) making their own decisions versus following the guidance of other people 5) A preference for early education versus a preference for later education 6) giving their child instructions regardless of their needs or concerns versus listening to their child’s needs and getting feedback. Parent’s choices were related to their perceptions of English education. Many parents expressed distress and confusion as to whether they were making the right choices for their children.
The vast majority of parents feel that more support is required from the government and public school system. Specifically, parents suggested extending English class hours per week, implementing English immersion programs, changing the content of English textbooks and maintaining qualified English teachers. In addition, many parents felt the government should offer more financial support for English lessons for both children and parents as well as for study abroad programs.
In conclusion this study examined the perceptions parents have regarding English education, the difficult choices they have to make, and the ways in which parents feel English education could be improved. Although English education in Korea is still a work in progress, one valuable to way to help parents assess English education and make the right choices for their children is by arming them with accurate and reliable information. The media and government policies should reflect the concerns and needs of parents and their children.

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국문 초록 (Abstract)

본 연구에서는 학습의 주체인 초등학생들에게 많은 영향을 미치고 있는 학부모들의 자녀 영어교육에 대한 인식과 경험에 대한 심층적인 면담을 통해 학부모들의 실제 경험에서 우러난 영어교육에 대한 인식과 전략을 알아보고자 하였다. 아울러 자녀 영어교육을 실시하는 데 있어 가질 수 있는 어려움과 문제점이 무엇인지 살펴보고 어떠한 요구사항을 가지고 있는지 구체적으로 밝히고자 하였다. 이를 위하여 인천 지역에 소재한 초등학교 4학년 10명의 학부모와 그 자녀 10명을 연구 참여자로 선정하여 심층면담을 실시하고 그 내용을 분석하였다. 이 결과를 요약하면 다음과 같다.
첫째, 학부모들은 전반적으로 영어에 필요성을 느끼고 자녀 영어교육에 대한 관심을 보였다. 그들은 영어교육 목적을 의사소통 도구로서의 영어교육, 성적을 올리기 위한 영어교육, 사회 진출을 위한 영어교육으로 인식하고 있었으며, 조기 영어교육에 대해서는 찬성과 반대의 입장으로 나뉘었다. 학부모들은 대체로 사교육을 ‘필수’로 보았다.
둘째, 학부모들은 자녀 영어교육을 실시하는데 교육적 요인, 가정적 요인, 아동요인으로 인해 많은 어려움을 겪고 있음을 알 수 있었고 이러한 어려움은 학부모의 자녀 영어교육 전략에 영향을 미쳤다.
셋째, 초등학생 자녀 영어교육의 성공적인 실행을 위해서 학부모들이 요구하는 정부의 정책적 지원으로는 영어 수업시수의 확대, 몰입교육 실시, 영어교재 구성의 변화, 능력 있는 교사 확보에 대한 교육과정 관련 요구 사항이 있었고, 자녀 영어교육비 지원, 공교육과 연계한 해외 연수 프로그램 마련의 지원이 필요하다고 하였다. 학교의 교육적 지원 요구는 학교 영어 프로그램의 내실화 및 다양화, 실제 영어 사용 능력 향상, 학부모 영어교육 프로그램 실시로 나타났다.

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본 연구에서는 학습의 주체인 초등학생들에게 많은 영향을 미치고 있는 학부모들의 자녀 영어교육에 대한 인식과 경험에 대한 심층적인 면담을 통해 학부모들의 실제 경험에서 우러난 영어...

목차 (Table of Contents)