This study, as a secondary research synthesis, focuses on six different education policies proposed with an aim of developing teaching expertise of English teachers in Korean elementary schools: English Program in Korea (EPIK), Teach and Learn in Korea (TaLK), English Conversation Instructor System, Teaching English in English (TEE), English Specialist Teacher System, and Advanced Training for English Teachers. Published papers and unpublished master’s theses and doctoral dissertations regarding those six policies were collected through database searches, from which a total of 165 papers were finally considered for the current research synthesis. Focus Group Interviews were further conducted for an in-depth understanding and interpretation of the research trends and characteristics. The findings of the study showed that the six education policies had been implemented and understood in different ways depending on the actual circumstances of each individual school. Any single policy would not bring about equivalent effects on all educational units, and it thus appears that a concept of “Elementary School English Education Policy Selection System” should be introduced for more effective policy implementation.
I. Introduction
II. Background
III. Methodology
IV. Results and Discussion
V. Conclusion and Implications
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