Korean English teachers' perceptions about teaching English through English (TETE)
Koh, Keun Hye
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Permalink
https://hdl.handle.net/2142/125897
Description
Title
Korean English teachers' perceptions about teaching English through English (TETE)
Author(s)
Koh, Keun Hye
Issue Date
2005
Director of Research (if dissertation) or Advisor (if thesis)
Markee, Numa
Department of Study
Linguistics
Discipline
Teaching English as a Second Language
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
M.A.
Degree Level
Thesis
Keyword(s)
Teaching English as Second Language
Teaching English Through English English education in Korea
Oral proficiency
Curricular innovation
Language
eng
Abstract
Recently a number of innovations have been implemented to transform English education in Korea, one of which is the policy of Teaching English Through English (TETE). However, this innovation seems not to have been well implemented and teachers' lack of oral proficiency in English has been a main issue. In addition, teachers have perceived wide discrepancies between the policy goals of the innovation and actual classroom reality, which has resulted in widespread passive resistance to TETE. The literature on curricular innovation suggests that classroom innovation is greatly affected by factors outside the classroom and, furthermore, that the diffusion of innovations is a complicated process. A study about TETE of prospective Korean English teachers who are in a TESOL program indicates that they perceived TETE to have certain positive relative advantages; however, this innovation is not completely congruent with the Korean EFL context because of a number of contextual factors. The results suggest that TETE should entail primary changes directly related to classroom innovation and corresponding secondary changes to support the primary innovation. Thus, this study concludes that for the successful implementation of TETE, there should be multi-level efforts to address all relevant factors.
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