Lesson reconstruction is a way of enhancing student competency, and has been receiving much attention. Research was conducted based on lesson reconstruction by applying content and language integrated learning: CLIL. However, drawbacks such as the EFL educational environment and the notional-functional syllabi in much of the English curriculum made teachers teach the 4 skills separately (i.e. listening, speaking, reading, and writing), even though integration of 4 the skills is very much required. Although many researchers have analyzed CLIL so far, little research has suggested the specific methods of reconstructing, designing and implementing lessons in a primary Korean EFL education setting. In this study, the research reviewed the theoretical frameworks of the literature and suggested three potential methods for improvement: 1) designing lessons based on lesson reconstruction, 2), implementing the 4Cs Framework while planning CLIL lessons and, 3) choosing appropriate language based on ‘The Language Triptych’. For implementation, this research suggested that CLIL lesson integrated with other subjects or topics improves students’ reading abilities. This research goes beyond previous theoretical concepts; it suggested the ways of designing and implementing lesson construction based on CLIL lessons. The research also suggests that further research needs to fully consider its pedagogical application and explores how to practice CLIL.

The purpose of this research study is to identify the perceptions of both primary ELL(English Language Learner)s and English teachers on MMP(Multimodal Media Production)-embedded English instruction at a primary English class. In order to answer this question, 182 primary ELLs and 2 English teachers participated in this research. A questionnaire survey was administered to the focal participants and an open-ended interview was conducted with the teachers. The results show that overall perceptions on MMP were comparably high among ELLs, and there was significant difference between genders, grades and English levels in terms of learning interest. The teachers’ interview revealed that MMP would trigger deeper understanding of the lesson and ELLs’ voluntary active class participation by heightening motivation, self-confidence and interest in learning English. In sum, the implementation of MMP-embedded English instruction has positive pedagogical effects for young ELLs since it may promote essential literacy skills in the 21st century as well as help in affective domains.

The study aims to examine whether teaching English through multiple intelligences can suggest one of the solutions for underachievers to facilitate their English learning and restore their learning attitudes. To explore this, the study investigated two research questions: (a) What are the effects of English instruction using multiple intelligences and stories on underachievers’ reading abilities? and (b) How English instruction using multiple intelligences and stories influences on their learning attitudes? The participants of the study were seven fifth-grade underachievers in one elementary school in Seoul. They were first tested what their strong intelligences are and engaged in customized activities based on their multiple intelligences test results during the experiment English classes. The data collected include the read-aloud test, the reading comprehension test, the affective test, students’ learning log and the interview of students and teachers, and these were analyzed both quantitatively and qualitatively. The results of the study showed that English instruction using multiple intelligences and stories had statistical significance in increasing underachievers’ reading abilities and changing their learning attitudes positively. This study is valuable in that it strongly calls for the need to consider multiple intelligences and provide customized activities for underachievers to facilitate their English learning and restore their learning attitudes.

This study explores whether there are differences in the types and characteristics of teacher talk between primary English teachers with different degrees of teaching professionalism. Two primary English teachers who were different from each other in their teaching professionalism were selected. They both taught sixth grade students and used the same English textbook. The data for the study were collected while they both were teaching the same unit of the textbook. Their classes were video-recorded and their interaction was transcribed and analyzed based on the framework of ‘constructive’ and ‘obstructive’ teacher talk (Walsh, 2002). The results show that the two teachers differed in the amount of the use of ‘constructive’ and ‘obstructive’ teacher talk. The more professional teacher used more constructive talk while the less professional teacher used more obstructive talk, and the more professional teacher encouraged the students to engage in the interaction by using constructive talk, such as error correction, content feedback, scaffolding, and so forth. On the basis of these results, some pedagogical implications were made.

This study investigates the opening stage of English class in the elementary school. It specifically explores the significant features of the interactions among teachers and students. A non-native Korean English teacher, a native English teacher, and 25 elementary students participated in the study. Twenty-three opening parts of the English classes were collected, transcribed, and analysed for the study. Data analysis showed that 1) the openings consist of greetings, reviewing, promoting motivations, and giving class objectives, 2) students had authentic communication, in that they moved out of the I-R-F sequence and even took the lead in the conversation as in Waring (2009)’s study, and 3) there were three types of learner initiatives in the class opening, which were reported by Waring (2011). It is also worth while to note that students self-selected, volunteered to respond, and began a sequence on the assigned turn regardless of their English competence. Some implications were suggested for meaningful interactions in the opening stage of English class in the elementary school.

This study aimed to examine educational connoisseurships of the 3rd and 4th year pre-service elementary school teachers (PSTs). Twenty eight 3rd year and 28 4th year PSTs were asked to write a critique on a video-taped elementary English lesson. Their comments were categorized and examined to see if there were any outstanding characteristics. It was also investigated whether the different amounts of coursework the two groups of PSTs had completed were reflected in their critiques. Many PSTs were found not to have developed their educational connoisseurships to examine whether a lesson was designed to maximize learning, and the functions of the target expressions were practiced and learned in a meaningful way. Two most common perspectives in their critiques were to examine whether the students were interested in the learning activities, and whether the learning activities helped students learn the target expressions. Some differences in the views on classroom English and differential learning activities were found across the two groups.

This research aims to develop and apply an English class program for elementary school students from multicultural families, in order to allow children from multicultural families who lack an understanding of language and culture (both their mother tongue and Korean) to participate successfully in regular English classes. For the purpose, 6 third-year students from multicultural special classes were observed and analyzed to identify difficulties experienced during regular English classes. Their difficulties were classified into lack of background knowledge and basic English words, insufficient use of learning strategies, lack of academic language understanding, and lack of self-confidence. To solve these difficulties, an English class program for elementary school students from multicultural families was developed and applied, based on the theory of multicultural education and the sheltered instruction model. The results are as follows: The introduction of an English class program for elementary school students from multicultural families is presumed to have had a positive effect on students’ English abilities and confidence. Based on this program, more special English teaching programs for the children from multicultural families are expected to be developed for their successful English learning.

It's long been noted that a serious discrepancy exists between elementary school English classes and middle school English classes. This study explores the differences in the teacher talks of elementary and middle school classrooms. To this end, three elementary school English classes and three middle school English classes are tape-recorded, and their teacher utterances are analyzed according to forms of utterances, functions of utterances and language types. The result shows that elementary school English teachers use significantly more command forms and feedback than middle school English teachers while they use significantly more non-class related utterances more than elementary school teachers. They utter class-related managerial and disciplinary categories significantly more than middle school English teachers while they do miscellaneous categories significantly more than elementary school teachers. In terms of languages teachers use in the classroom, elementary school teachers speaks English significantly more than middle school English teachers. Elementary school teachers tend to use plain Korean to individual students while using formal Korean to the whole class. Middle school teachers tend to use formal Korean irrespective of whole group, small group and individual students.

The aim of this study was to investigate the effects of group-based consultations on pre-service primary school teachers' English teaching competence. Twenty nine pre-service teachers in groups of four or five received two rounds of consultations on their micro-teaching demonstrations from two native English instructors. The consultation procedure was three steps: preparation, micro-teaching observation and feedback. The self-evaluation checklists and micro-teaching evaluations were analyzed quantitatively to find how much improvement between the first and second micro-teaching had been made. The results indicated that consultations helped the pre-service teachers to improve their English teaching competence in general. The comments written by the consultants and the pre-service teachers about their micro-teaching observations were examined qualitatively. The results showed that consultations enabled the pre-service teachers to realize the strengths and weaknesses in their teaching behavior. Also, the observation of peer teaching and group discussion helped them to gain useful teaching skills and insights on what a good English lesson should be like.

본 연구는 경기도 G교육청 주관 수업 컨설팅 과정을 성찰적 수업(reflective teaching) 컨설팅 과정을 문화기술지 방법으로 드러낸 연구로서 컨설팅에 참가한 영어교사의 갈등과 고민, 그리고 좋은 수업을 만들어가는 영어수업컨설팅 과정을 묘사한 성찰적 영어수업컨설팅 사례연구이다. 연구의 목적은 성찰적 영어수업 컨설팅 과정을 통해 교사들의 수업전문성 신장 가능성을 조명해 보기 위한 것이다. 연구에 참여한 5명의 초등영어교사는 컨설팅 과정에서 자신의 수업 관심영역의 전문성 확보를 위해 다양한 경로의 교수법을 탐구하고 좋은 수업 만들기에 대한 고민을 성찰적 수업컨설팅 과정에서 보여주고 있다. 성찰적 영어수업 컨설팅 과정을 분석한 결과 시사점은 다음과 같다. 첫째, 성찰적 수업컨설팅을 전문적으로 운영할 수 있는 인적 물적 환경조성의 필요성, 둘째, 수업컨설팅 의뢰자의 요구를 반영 할 수 있는 전문적 컨설턴트 확보. 셋째, 다양한 컨설팅 사례를 나눌 수 있는 계속적인 컨설팅 사례연구 공유. 넷째 동료코칭 등 자발적인 컨설팅 참여와 이를 지원하는 전문적인 학습공동체 문화 구축 등이다.

This paper analyzes the effects of six month intensive English teachers’ training on communicative language teaching. The subject includes twenty teachers who showed greater improvement in the pre and post comparison of their English teaching demos out of 37 elementary school English teachers attended in the training. The in-house evaluation criteria have been used to select twenty teachers who enhanced their teaching skills greater than others‘ To look into details of the teaching enhancement, Foreign Language lnteraction (FLint), Communicative Orientation of Language Teaching (COL T) and Target Language Observation Scheme (T ALOS) have been used to investigate changes of interaction, teacher language, activities and methods. The findings ofthis paper include that the positive effects of six month teachers’ training show pal1icularly in the area of designing and implementing activities. Teacher's c1assroom languages have changed into more non-directive and affective after the training. Teachers allow more rooms of students' engagement by using more question, confirmation and feedback discourse routÎne after the training.

The purpose of this study is to take a close look at team teaching between a Korean elementary English teacher and a native teacher of English and thus to explore ways that team teaching can be performed more effectively. The data consists of teaching journals and an interview. Teaching journals were written by the Korean teacher and the native teacher for one semester while co-teaching. The analysis of data revealed the followings. First, the role relationships between the two teachers changed dynamically as the native teacher had more experiences of teaching. The native teacher was a novice at first, but she became the associate and sometimes team leader in the end of the semester. Second, the Korean teacher's efforts to communicate with the native teacher regarding the contents and methods of teaching helped the native teacher progress in teaching skills and management of class. Third, the Korean teacher felt stress due to too much work and responsibility related to team teaching although she found the experience of team teaching rewarding in terms of her professional development. Finally, it was found that activities and games rather than reading and writing were more appropriate for team teaching. Based on these findings several suggestions were made.

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.

The purpose of this study is to develop an integrated instruction model in primary schools by exploring the process of science theater in English. To accomplish the objective, the researchers set up a program which includes science experiments, drama games, and performance in English by primary school students. The data collected from diverse sources were analyzed using both quantitative and qualitative techniques. There were four results found from this study. First, the scholastic achievement both in Korean and English was improved. In addition, the students' interest and learning style influenced the test scores. Second, children in this study achieved real accomplishment through diverse student-centered activities. For example, they experienced accomplishment by getting over their mistakes in experiments, fostered a collaborative attitude through process-based tasks, and realized responsibility in their learning by leading their own learning. Third, students experienced a new type of integrated learning in English and science. In other words, they recognized English as a means of learning a subject and regarded science experiments as activities for exploring knowledge. They also considered science theatre as an opportunity for self-realization. Fourth, a model for integrating English and science in primary schools through science theater is presented. Finally, based on the results, the researchers provided several suggestions for future studies.