그림 동화책을 기반으로 한 유치원 영어 수업 연구

A study on a literature-based kindergarten English classroom

This study examines the possibility of employing children’s literature in the kindergarten English classroom. For this examination, a teaching plan was prepared and classes were conducted in a kindergarten. The teaching plan was created by the idea of the literature-based whole language approach. It involved a picture storybook and a main activity of ‘reader’s theater’, in which readers (learners) play out story characters’ roles through dialogue reading. The classes were conducted by the researcher in a kindergarten as after-school English sessions with seven children. The classes were observed and recorded through field note writing. The recorded data were analyzed qualitatively for underlying patterns of language learning behaviors of the children. The analysis shows that the children seemed to be meaningfully engaged in the literature-based work. It also shows that the children exhibited features of productive language learning behaviors frequently observed in natural L2 learning situations of extensive exposure. This study concludes that literature can be a good tool to create a productive language learning environment where children can approach their work with initiatives and with authentic interest. Due to the scale and the method of this study, the conclusion needs to be taken with caution. Nevertheless, the positive result of this study suggests a further investigation on a large scale into possibilities of a literature-based English curriculum in the kindergarten.