Exploring Non-Native English-Speaking Teachers' Beliefs about the Monolingual Approach: Differences between Pre-Service and In-Service Korean Teachers of English

Autor/in	Lee, Jang Ho
Titel	Exploring Non-Native English-Speaking Teachers' Beliefs about the Monolingual Approach: Differences between Pre-Service and In-Service Korean Teachers of English
Quelle	In: Journal of Multilingual and Multicultural Development, 37 (2016) 8, S.759-773 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2015.1133629
Schlagwörter	Native Speakers; Language Teachers; Teacher Attitudes; English (Second Language); Second Language Learning; Second Language Instruction; Questionnaires; Asians; Negative Attitudes; Surveys; Preservice Teachers; Language Proficiency; Foreign Countries; Bilingual Education; Korean; Middle School Teachers; Secondary School Teachers; Statistical Analysis; Teaching Methods; Student Attitudes; South Korea + Suchen Sie Ihr Suchwort? Muttersprachler; Language teacher; Sprachunterricht; Lehrerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Fragebogen; Asian; Asiat; Asiatin; Asiaten; Asiate; Negative Fixierung; Survey; Umfrage; Befragung; Language skill; Language skills; Sprachkompetenz; Ausland; Bilingual teaching; Bilingualer Unterricht; Koreanisch; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Korea; Republik
Abstract	The non-native English-speaking teachers' (NNESTs) beliefs about the monolingual approach have not been sufficiently studied in the teaching of English as a foreign language (EFL). In examining the NNESTs' beliefs about that issue, the present study adapts Guy Cook's recent framework, according to which the monolingual approach is based upon four untested, yet influential assumptions in English teaching (i.e. monolingualism, naturalism, native-speakerism, and absolutism). These theoretically intertwined assumptions lend powerful support to the monolingual approach. The participant questionnaire based on the aforementioned framework was administered to 207 Korean pre-service and in-service teachers of English, along with a post-survey interview with a subset of the participants. In general, the results showed that the in-service teachers were more oriented towards the bilingual approach, but less in agreement with the ideas centring on the monolingual approach, than their pre-service counterparts. It was further found that the in-service teachers' negative attitudes towards the monolingual approach may come from their actual teaching experience, rather than from teacher variables, such as the amount of experience abroad and English proficiency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01