비평적 영어 교수·학습 모형 개발 및 적용에 관한 연구

A study on the development and application of a critical English teaching and learning model

After reviewing existing research on English education curriculums offered in Teachers' Colleges in Korea, this study looks into ways of developing more extensively a teaching and learning curriculum model based on critical theory and pedagogy. More specifically, based on the examination of all the 33 curriculums for college English Education majors and the two surveys of 76 and 71 in-service teachers, respectively, this study found that there was an unbalance in courses in English Literature, Linguistics, and English as a subject matter as well as an excessive emphasis on skills courses. According to the teacher surveys, their curriculums for both General and English Education lacked organic linkage among the courses, practically in teaching subject matter and culture, and pedagogical activities to enhance learners' creativity and criticality through meaningful tasks, discussions, or debates on class. Accordingly, based on the teachers' perceived disparities in the current English curriculums, their identification of key problems and overarching issues, and their view on improving English Education curriculums, this study presents a critically-oriented curricular model in which more balanced curricular contents and skills and culture teaching in ELT are reflected. Lastly, this study calls for more curricular research and instructional effort based on a critical line of work and practices and discusses possible directions of and implications for future English education.