The present study investigated native speaker teachers’ beliefs about learning and teaching English in the Korean university setting. Despite the great influx of native speaker teachers into the Korean English education system, relatively little research has been carried out on teachers’ perspectives on learning and teaching. Considering the significant impact of teachers’ beliefs in the classroom, this study investigated the sources of teachers’ beliefs, their beliefs about learning and teaching, and their beliefs about teacher roles in the second language classroom. Data were collected through semi-structured interviews with eight native English speakers who were teaching at the same university. The findings showed that the teachers believed students’ active participation was the key to successful second language learning. It was shown that the teachers’ beliefs were closely associated with their prior learning experiences and that differences in the learning experiences between the teacher and students may cause difficulty in the second language classroom. These findings suggest the importance of teachers’ awareness of students’ learning experiences and the need to negotiate within the given teaching context without completely giving up teachers’ own beliefs about learning and teaching a second language.

This article explores Korean English teacher’s co-teaching practices and perspectives through a narrative inquiry of a high school teacher, Ms. Lee. It examines her lived experiences and perceptions as she goes through her first journey of co-teaching in her eleven-year teaching career. Data for this study consist of 12 reflective journals, two face-to-face interviews, and three follow-up email interviews. Ms. Lee’s stories illuminate a journey in which she developed a deeper understanding of co-teaching and co-teachers’ roles. Throughout her journey, Ms. Lee maintained her initial view of her primary role as an aide, but co-teaching experiences offered her opportunities to consider her position from various perspectives and thus construct her identity taking multiple roles. Thus, within the anchor role of a helper, she performed various roles for the students, such as a class management aide, a careful mediator, and a psychological supporter. She also served a couple of roles for the native English-speaking teacher (NEST), such as an instruction partner, a crisis manager, and a secretary. In her narratives, Ms. Lee also shared her view of the NEST’s roles and suggested ideas for better co-teaching. Based on the analysis of her narratives, this article highlights practical implications for co-teaching.

The purpose of the study was to explore the reflective process of pre-service English teachers by analyzing critical incidents entered in their teaching journals during a fourweek student teaching practicum. Thirty-three student teachers were asked to report critical incidents in their journals once a week, especially focusing on „lesson breakdowns‟ or „events that deserve critical significance‟ during a lesson. 133 journal entries were collected and a total of 104 critical incidents were analyzed to see some aspect of secondary classroom teaching and the reflective processes that student teachers went through right after the incidents. From the content analysis, it was found that many critical incidents happened during the initial stage of lesson and were mostly caused by student teachers‟ lack of experiences in either time management or material preparation tailored to students‟ level. By describing and analyzing critical incidents, student teachers became more aware of their assumptions about language teaching and learning and tried to transfer knowledge into real practices. A survey administered after the practicum also revealed that self-observation of critical incidents in their own classroom helped them to generate powerful insights about teaching and to develop reflective teachers.

The present study was designed to probe pedagogical viability of extensive reading as an effective alternative in English reading instruction. To accomplish the purpose, an English book club was formed, consisting of 40 high school students. The book club activity was held during four months of summer and winter vacations in 2009. The participants were encouraged to freely write anything in their reading logs they felt while reading. The reading logs and interviews were analyzed. They revealed effects of extensive reading and changes of the readers' cognitive and affective reading processes. According to the results, 1) extensive reading has potential to be a successful alternative in English reading instruction; 2) the readers could experience “amusement” and “absorption” by reading sufficient books with the i−1 level; and 3) extensive reading enabled them to choose their ways of reading and to be responsible for their choices.

The purpose of this study was to explore the co-teaching experiences between native and non-native English teachers in the Korean elementary and secondary school context. Research data included classroom observations and teachers’ interviews collected over one school semester. A constant comparative data analysis method was employed to provide an in-depth description of the co-teachers’ teaching practice, the aspects of their interactions, and their professional development in a classroom setting. The findings of this study revealed that the co-teaching styles and role distributions in the co-teaching process were different depending on the non-native teachers’ English proficiency and their professional relationships. It also suggested that the successful implementation of collaborative team work was deeply related to the participating teachers’ willingness to cooperate and conceptions created by the dynamics of interaction between the two teachers in and outside of the classroom. Given the research result that both native and non-native teachers benefitted from their co-teaching experiences, some pedagogical implications on the improvement of co-teaching English in Korean classrooms are proposed.

Since the introduction of the 6th National Curriculum, English pronunciation teaching in Korea has geared toward fluency, less focusing on accuracy. Since then the two technical terms, accuracy and fluency, have been widely used in the EFL literature in Korea, but in a rather confusing way. This paper is an endeavor to clarify these two concepts in terms of the viewpoints of Phonetics and English Education. From the phonetic standpoint, I argued that accuracy is more closely related to 'clear speech,' whereas fluency is applicable to either 'clear speech' or 'casual speech'. I also suggested two methods for the evaluation of English speaking fluency: one is the evaluation of weak form pronunciation: the other, sentence stresses. From a viewpoint of English Education, I reviewed some relevant literature and found that (1) accuracy and fluency are related to language usage and language use, respectively; (2) accuracy and fluency have been used as terms applicable to all four language skills in language learning, rather than speaking skill only: (3) a definition of fluency needs to be modified for its flexible use in ESL/EFL classroom setting; (4) a number of recent textbooks on pronunciation teaching include lots of useful fluency enhancing practices. As a conclusion, I summed up afore-mentioned discussions and presented some suggestions for the National Curriculum in the future.

본 연구의 목적은 정보통신윤리의 영어 몰입수업에 대한 효과， 학습자의 반응 분석， 영어 몰입수엽의 문제점을 찾아 그 대응책을 모색하는 것이다. 연구는질적인 연구의 한 방법인 사례연구법에 의해 실시되었다. 데이터 수집은 연구자의 자기 평가와 학생들의 수엽 만족도 조사표의 응답 결과 그리고 태국 AIV 활동에서 함께 활동하였던 2 명의 교사들 평가를 반영하였다. 수업만족도 조사표로IACE 에서 개발하였으며， 선다형 10문항， 개방형 1 문항으로 작성되었다초등학교 5-6 학년 학생 20 명을 대상으로 시범수업으로 정보통신윤리의 영어몰입수엽 후 학생들의 수엽만족도 조사표에서 영어 몰입수엽은 효과가 있으며 학생들의 반응도 매우 긍정적이었다. 드러난 문제점으로 교사의 학생들 수준에 맞는 의사소통 능력의 부족， 고차원적인 사고 유도의 부족， 수업 중 학생들이 협력할 기회의 제공이 부족， 학생들의 의견 청취와 학생 중심의 수업 부족 등이었다.연구의 결론은 첫째， 정보통신윤리의 영어 몰입수업은 효과가 있었다. 둘째， 학생들의 반응은 매우 긍정적으로 나타났다. 셋째 정보통신윤리의 영어몰입수업에서교사의 철저한 수업계획과 자기 점검이 필요하다는 것이다.

In the early reading stage, readers should be supported both orally and conceptually so that they are equipped with the basic skills and knowledge about word recognition. Thus, a lack of systematic support in the early reading developmental stage impedes the natural growth of reading ability. This article investigated how children were supported in reading from their teachers in the primary English classrooms. To accomplish this purpose, eleven reading-focused classrooms were analysed. Observations, video recordings, and interviews were conducted for data collection. Field notes and checklists were also used during the observations. Qualitative analyses revealed that children were poorly supported in learning to read: teachers used few limited teaching techniques and their uses were not effective on reading. The data from the interviews revealed that teachers were rarely trained for reading instruction, and that they possessed a limited knowledge about the English language system as well as about the reading development of young learners. Hence, the teachers' poor background knowledge and lack of skills led to less effective reading instruction. Based on these findings, it is suggested that teachers require training such as in basic knowledge about the English writing system and reading development in order to deliver effective reading instruction to early readers.

This study investigates how language teaching in middle school English classrooms takes place in terms of teaching methods and TETE classes. One-hundred and seven middle school English teachers in Seoul and Kyunggi Province participated in this study. Participants were asked to answer the questions on the web. Among the participants, 8 teachers were interviewed. Regarding teaching methods, some teachers used communicative teaching methods most frequently, while others still preferred grammar-translation and audiolingual approaches to communicative approaches. Pair work was actively used in classes rather than teacher-dominant explanations. Regarding group work, some teachers chose it as one of their preferred activities but others avoided group works for reasons of difficulties with control, time management, and lack of presentation in textbooks. Most teachers considered reading as the most important but dealt with a great amount of listening, reading, and speaking in textbooks. Multimedia were used to stimulate motivation from the students in classes: CD-ROM was used most frequently, followed by powerpoint. Most teachers, who used English about 30~50% of their class time, agreed on the effectiveness of TETE and came up with the effective ways in teaching. Teachers had different experiences with native English teachers. Some teachers had doubts about usefulness of native English teachers in classes. To bring about good teaching from native English teachers, they should be acquainted with characteristics of Korean students and culture and should discuss lesson plans with Korean teachers in advance.