초등영어교육 1~2학년 도입과 운영방안에 대한 교사 인식연구

Teachers’ perceptions and operational strategies regarding the introduction of English Education in grades 1~2 of elementary school

This study examined elementary school teachers’ perceptions of introducing English education in the first and second grades, focusing on implementation methods, expected benefits, and concerns. An online survey was conducted with 244 elementary school teachers across Korea, and the data were analyzed using descriptive statistics and qualitative content analysis. The findings showed that teachers’ opinions were divided, with support (43.4%) and opposition (41.4%) at similar levels. Supportive views emphasized increased English exposure and reduced educational gaps, whereas opposing views highlighted developmental appropriateness, the priority of Korean language learning, and concerns about early academic competition. Teachers preferred play-based English instruction through creative experiential activities and emphasized the need for developmentally appropriate curricula, teacher training, and policy support. The results suggest that discussions on early English education should consider educational equity, child development, and the role of public education beyond simply lowering the starting age of English instruction.