국제어로서 영어 관점 수용의 조건

It has been a decade since the language policy of English as a global language(EGL) was announced by the Ministry of Education. However, little attention has been paid to publicizing the new policy and the traditional perspective of English as a foreign language(EFL) is very much dominant in Korean English classrooms. The purpose of this study is to attempt to discover the grounds on which pre-service elementary teachers make the perspective change from the existing EFL paradigm to the new. 98 participants’ written responses to questionnaires were analyzed for recurring themes to tap their existing positions as to EFL and EGL, their transitions from the former to the latter, and perceptual responses to English as a result of assuming the EGL perspective. The findings of the study suggest as conditions for adopting the EGL perspective adjusting the definition of one’s own language, endorsing one’s own identity as a global citizen, asserting ownership of a language as its user, and taking interest in relationship and communication with members of global community. It is hoped that this study provides an example of inducing the needed perspective change and that the findings of the study may be useful for introducing and spreading the notion of EGL.