초등영어 교사의 교수 언어 유형 선택: 영어 전용과 코드스위칭

This study investigates the different teaching language types adopted by a primary English teacher. Ninety-seven elementary students participated in the study and were divided into two groups: one taught in English-only and the other in English-Korean codeswitching. A mixed-methods design was adopted. Each group was compared through the same English proficiency test and a questionnaire which measures students’ affective domain. Classroom interactions were also recorded and the data was transcribed using the methods of conversation analysis to examine interactions between the teacher and students. In addition, interviews were conducted with students with different levels of English proficiency. Findings revealed that the codeswitching group scored significantly higher than the English-only group in the English proficiency test and the affective domain questionnaire. Also, the teacher’s codeswitching was meaningfully useful for enhancing teacher-student interactions and supporting the development of leaners bilingual competence. If codeswitching is used judiciously, it will help facilitate students’ language learning and empower non-native English speaking teachers rather than make him or her a victim of native-speakerism.