This study is to explore and analyze three current English teachers’ thoughts and attitudes on their TEE practices in elementary English classroom settings. Adopting a qualitative approach, data were collected through interviews, teachers’ journals, and informal communications from the three elementary school English teachers. The analysis of data revealed three main themes: 1) thoughts on effective TEE classes, 2) factors affecting TEE classes, 3) the difficulties of conducting TEE classes. The participants presented their views on effective TEE classes. They also expressed their opinion on the timing and usage of TEE. The teachers said TEE classes are influenced by teachers’ English communication ability and willingness to use English as the instructional language, students’ English proficiency and the class atmosphere. Finally, the participants said that TEE classes were difficult due to the same factors influencing TEE class effectiveness. This study has implications for the direction of TEE implementation in elementary education.

이 글은 􋺷떠도는 땅􋺸에서 재현되는 복수의 목소리들과 요셉의 목소리로 구 현되는 성경의 서사를 겹쳐 읽고, 고난으로 수렴되는 이주(난민) 서사 속에서 그것을 회복할 수 있는 희망의 가능성을 진단해 본 것이다. 􋺷떠도는 땅􋺸에 재현 되는 복수적 중층적 목소리에 겹쳐지는 성경의 이주 난민 서사들은 ‘떠도는 존 재’로서 인간의 문제와 민족 너머 인류 보편의 이주 서사로 수렴된다. 또한 복 수의 목소리가 던지는 질문들은 성경의 욥의 서사를 통해 고통과 죄의 문제로 나아간다. 결론적으로, 􋺷떠도는 땅􋺸과 성경을 겹쳐 읽는 과정에서 공통적으로 발견되는 복수의 목소리들은 이주 난민들의 고통과 그들에 대한 우리의 자세를 숙고하게 한다. 고통에 처한 자에게 조건 없이 환대하고 그들의 곁에서 연대하 며, 고통의 실체와 연원에 대한 목소리들(혹은 증언들)을 기록하는 행위는 고통 가운데서 발견할 수 있는 희망의 가능성이다.

건강가정지원센터와 다문화가족지원센터로 이원화되어 분리ㆍ운영해왔던 가족서비스 전달 체계는 정부의 국민 대통합이라는 사회통합의 기조 하에 두 센터의 통합을 추진하는 방향으로 재편 중에 있다. 그런데 현재 ‘건강가정다문화가족지원센터’로 칭하는 통합센터는 아직 법적 제도가 마련되지 않은 상태에서 기존의 건강가정기본법, 다문화가족지원법에 근거한 가족복지사업을 수행하고 있으며, 건강가정기본계획과 다문화가족정책 기본계획을 토대로 정책과 연계하여 서비스를 진행하고 있다. 이렇게 사업방향과 법제도에 대한 행정체계가 일원화되지 않은 상태에서 센터통합이 먼저 추진되고 있어서 현장에서의 어려움이 발생하고 있다. 정부주도의 통합전략이 실효성을 거두려면 실질적으로 통합가족사업을 수행하고 있는 현장의 목소리가 중요하다. 이에 통합가족사업을 운영하고 있는 종사자들을 대상으로 심층면접을 실시하고 그 자료를 수집ㆍ분석하였다. 인식적인 측면, 행정업무적인 측면, 조직적인 측면, 법ㆍ제도 적인 측면, 명칭적인 측면, 사업적인 측면, 인력적인 측면으로 세분화시켜 분석한 제언이 정책에 반영되어 지속가능한 가족지원서비스 통합센터로 거듭나기를 바란다.

예이츠는 그의 시 속에 많은 성서적 인유들을 사용하고 있다. 우리가 그러한 성서적 인유들을 이해하면 그의 시의 복합성의 복합적 의미를 짚어내는데 기여 할 것으로 여겨진다. 「영원한 음성」에 나타난 “달콤한 영원한 목소리”들은 시 들어져 가는 우리들의 마음을 다시 살아 움직이게 만든다. 흔들리는 나뭇가지 들, 언덕에서 불어오는 바람, 파도 소리, 새소리는 예이츠의 시에서 여전히 자연 의 소리로 영원한 달콤한 목소리로 나타나고 있다. 예이츠는 그 영원한 달콤한 음성들은 마치 성경 속에 나타난 하나님의 말씀의 목소리와 같은 이미지로 부각시키고 있다. 로마서 1장 20절은 영원하신 하나님의 권능과 신격이 창조물을 통해 깨달을 수 있다고 언급하고 있다. 예이츠는 자연을 통한 신의 목소리와 성경 말씀을 통한 신의 목소리를 자신의 작품에서 잘 보여주고 있다. 「인도인 연인을 향해」, 「이니스프리의 호도」 , 「일곱 숲에서」 , 「내 마음의 장미」 , 「행복한 목동의 노래」 등에서 나타나는 신의 목소와 「재림」 에 나타나는 그리스도의 재림, 「비밀의 장미」 에서 나타나는 “성스러운 무덤,” “동방 박사,” “못 박힌 손”, “딱총나무 십자가” 등과 같은 성경말씀의 직접적 인유는 “영원한 달콤한 목소리”라는 신의 음성을 제시해 주는 어휘들이다.

While topics such as the use of English in the Korean workplace and specific industries have been studied widely, there is paucity of research that focus on the voices of various classes within a workplace that influence learners' English needs. In order to fill this gap, interviews and surveys were conducted at a major technology firm in Korea to examine the role of standardized English test, potential discrepancies between learner's perspective of their English needs and the language skills demanded or expected by thier employer. The study also attemped to analyze the needs of the learners to identify the target situations and tasks that can be incorporated into an EBP (English for Business Purposes) curriculum for the target learners. The findings from the interviews and the survey revealed that standardized tests are no longer used inthe hiring process, and there were diffrences between the employer and employees on how English skilss are perceived to influence one's chances of getting a job and being promoted. Based on the results of the needs analysis of the target group studied, examples of contexts and tasks that can be included in an EBP course are suggested. Finally, a renewed role of corporations and universities in meeting the needs of job seeking youths is proposed.

Nascent research into computer-mediated feedback has demonstrated its potential effectiveness for providing extensive and detailed feedback. However, a dearth of research exists on international doctoral students’ perceptions of online feedback. Thus, our exploratory qualitative study reported in this article investigated the use of Voice over Internet Protocol (VoIP) (e.g., Skype) software to provide feedback on academic writing to international doctoral students in a TESOL Education program at a large urban university in the US. Each student participated in six feedback sessions in which they engaged in think-aloud while reacting to feedback on their academic writing presented through several online modes. The think-aloud sessions were followed by semi-structured interviews. The themes of negotiated feedback and micro-mentoring emerged when the use of online communication technologies allowed the feedback process to become more bi-directional. Based on our findings, we concluded that VoIPenabled feedback had the potential to facilitate the scaffolding of academic writing development of international graduate students.

예이츠의 환상록 속의 신비적-환상적 작품은 두 가지 인식 흐름, 즉 하 향적이거나 상향적 움직임, 다시 말해서 신적 존재의 하향적 목소리와 인간의 상향적 목소리의 흐름을 보인다. 이원적 의식의 흐름은 곧 시인의 인식론적 마음을 표현하는 과정이며, 불교의 중도론적 인식 과정을 대변한다. 예이츠의 신비학도 이 불가지 세계 에 대한 인식론적 반응이며, 대체적으로그의 문학적 의도성은 시인의 원소론적 마음을 드러내는 고정, 심학(心學)이라고 할 수 있다. 다만 만성제야 시에 드러나듯이, 4 원소 인의 인식 형상이 인식론적 도식화 과정의 어려움을 대변해준다.

Although ICT (Information and Communication Technology) has the potential to produce more successful teaching and learning of music, the diversity of learners might produce divergent results from the same initiative. This paper aims mainly to explore the different experiences of ICTintegrated learners of music. A qualitative case study with a survey, observations and interview methods was conducted in one Grade-7 music class in central Taiwan for four months to understand 28 students’ experiences and perceptions engaged with ICT in their weekly class music lessons. The findings indicate ICT could enrich the context of music curriculum and provide enormous possibilities for students to appreciate or create music by themselves. With the aid of ICT, what students need is not merely more ICT itself. Instead, it is more about the integrated provision of satisfied practicing time, appropriate computer software, and a praxial ICTintegrated pedagogy.

The purposes of the study arc to explore difficulties that native English speaking teachers (NESTs) experienced while co-teaching and to investigate their suggestions for better co-teaching. This study collected data from nine NESTs working at secondary schools in Korea through interviews. Regarding difficulties, the NESTs pointed out the hardships in relation to a lack of clear guidelines of co-teaching or role expectations, less active participation in class by Korean English teachers (KETs), and working with too many KETs for co-teaching. The NESTs made several suggestions for future co-teaching, such as provision of clearer guidelines to follow, decrease in the number of KETs to co-teach with, practical help in the format of co-teaching training and class observations, more interaction with KETs, and a new curriculum for co-teaching. Based on the findings, this study offers practical suggestions for better co-teaching.

This paper aims to provide guidelines on developing English language proficiency (ELP) tests based on the experience from ELP assessments in the U.S. after the implementation of No Child Left Behind (NCLB). While there might be substantial differences between the content and purpose of ELP tests developed from country to country, there are, however, areas that experts in charge of ELP test development in other countries can benefit from. The NCLB legislation in the U.S. made the assessment of English language learners (ELL) students’ level of proficiency in English mandatory once a year and provided useful guidelines for developing ELP assessments. This mandate, along with its useful guidelines, helped improve the quality of ELP assessment significantly and led to the development of several batteries of ELP assessments either through consortia of states or by test publishers in the U.S. The newly developed assessments were based on states’ ELP standards. They incorporated the concept of academic language which is an essential requirement for ELL students’ performance in the academic content areas, and were tested in extensive pilot and field studies. Some implications were drawn from such improvements for ELL assessment and accountability not only in the U.S. but in other countries including Korea.

This study aims to investigate the current status regarding the utilization of native English teachers in elementary schools focusing on its benefits and problems and to explore better ways of utilizing them for elementary English education. The participants of this study were 1024 elementary school students, 80 Korean elementary English teachers, and 56 native teachers of English. The data were collected through questionnaires and interviews. Through the analysis of data the followings were revealed: 1) the native teachers of English considered that their working conditions including wages and the amount of teaching time were appropriate, but the pre-training program was not satisfactory; 2) the Korean English teachers felt that their workload related to native teachers of English was too heavy; 3) the students perceived that studying English with native teachers of English had positive effects on their English abilities in terms of cognitive and affective aspects; 4) in most schools team teaching between native teachers of English and Korean teachers were being performed and both teachers were satisfied with it; 5) however, several issues such as the role relationship between the Korean English teachers and the native teachers of English, the quality of pre-training, and reconstruction of teaching materials should be resolved in order to improve English program of utilizing native English-speaking teachers in elementary schools.

이 논문은 하와이 주민들은 다른 토착민들과 같이 그들의 지명과 밀접한 연관관계를 갖고 있음을 관찰하고자 하였다. 특히 장소를 만드는 과정과 장소의 역사를 기록하는 과정에 있어 지명의 중요성에 중점을 두어 분석하였다.

There are two contradictory voices in W. B. Yeats concerning Irish nationalism. One is for support of Irish nationalism against the English colonial reign and its accompanying heroic sacrifices for the cause of Ireland. The other one is criticism against excessive demands for sacrifices for the sake of independence of Ireland. Instead of putting the first voice ahead of the second one, Yeats tries to record the two voices at the same time: the voice of justification of sacrifices for nationalism and the voice warning danger in nationalism as a commentary on nationalism. These ambivalent attitudes toward nationalism cannot be understood just as his uncertainties and ambivalent stance he took on Irish politics and his lack of understanding of reality. Rather, Yeats could be said as a faithful recorder of the inner territories of experiences of individuals in everyday life and reality under colonial reign and its countermovement of nationalism. He does not ignore the intimate and latent feelings of individuals (on the side of "body") heard through the loud exclamations of nationalistic causes (on the side of "spirit"). Yeats can be said as a postcolonial poet in so far as he supports Irish nationalism but with a hint of anti-nationalistic attitudes, he also raises questions about danger in postcolonial politics. He cannot be called just a crude propagandist of Irish nationalism. Rather by taking balanced attitudes toward nationalism and excessive sacrifices of individuals through nationalistic causes, Yeats suggests that nationalism could be an ideology and gives a warning sign that postcolonial politics should not forget its dark side.

This study attempts to investigate the perceptions of the Korean and native English speaking instructors teaching English in Korean universities toward the importance of motivational strategies and how far their students feel motivated when their teachers use these motivational strategies. In total, 78 instructors and 220 university students with two different English proficiency levels participated in this study and responded to questionnaires. Both Korean and native English speaking instructors' perceptions toward the importance of motivational strategies have a similar pattern. In the responses of both groups, the top three important motivational strategies are proper teacher behavior, recognizing students' effort and promoting learners' self-confidence The lowest rank-ordered strategy is promoting learner autonomy. Instructors' perceptions of importance and students' degree of motivational state show a similar pattern and there are no significant differences between the lower and higher level students except the difference in the mean scores.

본 연구는 한국 영어교육사에서 중요한 역할을 담당해온 원어민 영어교사에 대하여 그들의 영 어수업과 학교 및 학교 밖 한국 사회에서 오랫동안 해결되지 않은 중요한 문제들에 대해 탐구하 는 것을 목적으로 한다. 교사들의 보다 직접적이고 깊이 있는 이야기를 듣기 위해서 본 연구에서 는 내러티브 탐구를 연구 방법으로 채택하였다. 두 명의 원어민 영어교사와 한 명의 한국인 영어 교사의 생생한 경험담을 분석함으로써, 본 연구는 부족한 교사 연수, 상이한 교육 환경, 협력수업 시스템의 문제, 소통과 공동체 부족 문제, 그리고 학교 밖 사회 활동에 대한 지원 부족이 주요 문 제임을 발견하였다. 이러한 문제를 해결하기 위하여, 실질적인 교사 연수와 협력 수업에 대한 토 론이 필요하다고 생각된다. 또한 앞으로는 교사들이 협력 교수를 위한 학습자 또는 동료 코치라 는 인식 전환이 필요하다고 여겨진다. 무엇보다 한국 사회의 한 구성원으로서 원어민 영어교사에 대한 인식 전환이 필요할 것이다.

이 연구의 목적은 한국 다문화가정 아동들의 삶과 교육을 입체적으로 조명하는데 있다. 이러한 연구목적을 달성하기 위하여, 이 글은 한국 다문화가정의 아동들(N=6)과 외국인 어머니들(N=6), 그리고 학교 교사들(N=6)의 삶과 교육을 둘러싼 여섯 가지 생애사적 목소리들을 하나의 이야기로 재구성하였다. 첫째, 다문화가정의 아동들은 학교적응을 위해 한국어 구사능력이 중요하였다. 다문화가정의 아동들은 다양한 학업성취 수준을 나타내었지만, 학령이 높아질수록 학력저하 현상을 나타내었다. 둘째, 학교 교사들은 다문화가정 아동들의 학교생활에 결정적인 역할을 하였다. 그러나 학교 교사들은 다문화가정의 아동이라고 해서 특별한 교육적 관심과 노력을 기울이지 않았다. 셋째, 다문화가정의 외국인 어머니들은 자신들이 처한 상황에 따라 차별적인 교육열을 나타내었다. 하지만 다문화가정의 한국인 아버지들은 자녀의 학교교육에 직접적인 개입을 하지 않았다. 그리고 친지들의 관심과 배려 정도는 다문화가정 아동들의 삶과 교육에 직결되었다. 이 글은 생애사적 목소리에 담겨있는 교육학적 교훈들에 기초하여 한국 다문화가정 아동들의 삶과 교육을 개선할 수 있는 실천적인 아이디어들을 제시하였다.

How does T. S. Eliot represent women in his poetry? One of the recent arguments puts forward stresses Eliot’s way of describing negative aspects of women in his poetry, while ignoring any good qualities that they may have had. However, a careful study of Eliot’s early poetry shows women torn by the pain of abandonment, betrayal, fear, isolation and loneliness. Furthermore, it is not easy to find the poet’s sympathetic attitude toward women throughout his early poetry. This study aims at investigating the sources of the frustration, failure and unhappiness through the polyphonic voices of man and woman heard in “Portrait of a Lady,” while considering the real sense of Eliot’s attitude toward women. The poem ends in unresolved pain and uncertainty, suffered by men and women alike, which implicitly shows the agony and isolation that people must encounter in human relationships. It is usually apparent when they recognize their own destiny and their confused feelings and longings. In the final analysis, it basically derives from the existential recognition of human beings.