KOREASCHOLAR

Based on the multilingual perspective that emphasizes that non-native variants of English need to be recognized as having values equivalent to the native speakers’ English, this study aimed at discovering elementary school teachers’ perceptions and beliefs of native-speakerism, multilingualism, and monolingualism in English education, and the contradictions and questions they had as they reflected on the language ideologies. Nine elementary teachers participated in the study, and two written reflections on language ideologies and two follow-up group interviews were used as the data source. The findings were as follows. First, the teachers confirmed, consolidated, or realized how native speakerism and monolingualism were deeply rooted in English teaching and learning. However, they showed that they had agency in their own teaching, and also showed changes in their perception through reflecting on their experiences. Last, the teachers had questions and contradictions about implementing a multilingual approach in teaching English, which provides the issues and challenges to be solved for the transformation of English education in the multilingual world. This study has implications for primary English education.

I. 서론
II. 이론적 배경 및 선행연구
    1. 다중언어주의의 정의와 특질
    2. 트랜스랭귀징(Translanguaging)
    3. 초등영어교육에서 다중언어주의와 트랜스랭귀징의 적용
    4. 다중언어주의에 대한 교사의 인식과 믿음
III. 연구 방법
IV. 결과 및 논의
    1. 영어교육에서 언어 이념에 대한 성찰
    2. 교사의 능동성과 인식의 변화
    3. 모순과 질문: 해결해야 할 과제
V. 결론 및 제언
참고문헌

• 조현희(대구교육대학교 영어교육과) | Hyunhee Cho