내용중심 통합영어 수업모형 과정설계

Abstract

The main purpose of this dissertation is to present an integrated teaching model for English/science as an English immersion lesson in elementary school. Along with the trend of globalization and the worldwide usage of English as a modern day lingua franca, enthusiasm for English has been on the increase in every sector of Korea. This in turn has led to a broadening of English education in general and an increasing interest in immersion programs in elementary school in particular. As a result, it has become necessary to develop an ideal model for immersion education, which will be uniquely applicable to elementary education in Korea. This dissertation will present one such model for content-based instruction. Following an introduction in Chapter 1, Chapter II briefly reviews several models for content-based instruction, as well as looking into immersion education in countries where English is a first or second language. (For example, French Immersion education was adopted as a part of the regular curricula in Canada and has proven to be not only an effective method of foreign language teaching but also a good model for language education in general.) Immersion is defined as a method of foreign language instruction in which the regular school curriculum is taught through the medium of the target language. The foreign language thus becomes the vehicle for content instruction; it is not the subject of instruction. In Chapter III, this paper deals with schools in Korea which offer immersion education and compares the differences in implementing such programs. After looking at these programs, the paper presents the case for the need for a new, effective model of immersion education, one that will be immediately applicable to the situation in Korea, a country which is not fully ready for the Western model of immersion programs. One particular reason for this need for a new model is the Korean government's new foreign language policy that includes the implementation of an immersion program in Korean elementary schools for the science and math curriculums. In addition, English will be taught from grade 1, as one of the essential subjects from 2008. While seemingly a good idea at first glance, this policy does not take into consideration the fact that, in reality, English education in primary schools in Korea has not been systematically and effectively organized, nor has research into English education been adequately investigated as regards bilingual education in Korea. Schools are not ready for such a plan in several respects: a shortage of competent English-speaking bilingual teachers, a lack of adequate textbooks, and a dearth of teaching aids. Such an ineffective physical environment has impeded the implementation of bilingual education as a way of teaching English in Korea. Under the circumstances, then, it is first necessary to create an environment that will be supportive of the adoption of immersion as a method to improve English education in Korea. In Chapter IV, this paper presents an integrated model for teaching English/science as an English immersion lesson in elementary school. It gives models for course design, content choice, and organization, offers different types of teaching and learning activities, looks into the roles of teachers, examines instructional materials, presents a sample lesson plan (chosen through an analysis of the third and fourth grader's English and science curriculum), and provides a sample teaching manual. In conclusion, I hope that an integrated teaching model for English/science as an English immersion lesson in the elementary school, as presented in this dissertation will make it possible for learners to improve their real communication abilities. The model is intended to make the students communicate more meaningfully and give them more real experiences in language use. I also hope that this study will contribute to developing the communicative skills in English of Korean students. In addition, I would like to offer the following suggestions: (1) Further research should be done in various grades, across additional subjects, and with the implementation of different learning models to see if there is an increase in student interest and in use of English. (2) An integrative approach that uses topics and the content of other subjects should be developed to enable syllabus designers to implement an integrated English program. (3) Teachers should have the appropriate academic credentials, should know how to teach integrated content, should be able to manage the classroom effectively, and should be trained in content-based instruction. Also, teachers should have an enthusiasm for the program and share a common philosophy that children can learn. (4) All students should be able to participate in learning activities, so that the number of non-participants is reduced. For this reason, various teaching methods and learning activities, as well as interesting topics, are needed. (5) Teachers should be encouraged to make requests for whatever they believe would contribute to improving their instruction, for example, necessary materials.