The Korean Association for the Study of English Language and Linguistics

[ Article ]

Korea Journal of English Language and Linguistics - Vol. 22, No. 0, pp.891-916

ISSN: 1598-1398 (Print) 2586-7474 (Online)

Print publication date 31 Jan 2022

Received 10 Jul 2022 Revised 10 Aug 2022 Accepted 31 Aug 2022

DOI: https://doi.org/10.15738/kjell.22..202208.891

그림책 활용 지속가능발전교육을 위한 초등영어수업의 개발 및 적용 효과

박민조 ; 안경자

서울청담초등학교
서울교육대학교

Development and application of an elementary English lesson model using English picture books for education for sustainable development

Minjo Park ; Kyungja Ahn

(1st author) Teacher, Seoul Cheongdam Elementary School, Tel: 02-542-3779 whodunit82@gmail.com
(corresponding author) Professor, Dept. of English Education, Seoul National University of Education, Tel: 02-3475-2565 kjahn@snue.ac.kr

© 2022 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium provided the original work is properly cited.

Abstract

This study aimed to develop an elementary English lesson model using English picture books for education for sustainable development (ESD). It also investigated how students of varying levels of English communication abilities, attitudes toward the lessons, and perceptions of ESD were affected when this model was applied in an English classroom. The participants were twenty-four fourth graders taught by the teacher-researcher for 9 hours over 9 weeks. The data includes pre- and post-English tests, pre- and post-surveys about affective aspects and perceptions of ESD, student interviews, student surveys about each lesson, and teacher logs. The data were analyzed quantitatively and qualitatively. The findings are as follows: First, picture books were selected based on the Revised National Curriculum, expert evaluations, and related references, and then the English lesson model for ESD was developed. Second, the application of the model elevated the students’ overall English communication abilities, affective aspects, and perceptions of ESD. Third, student perceptions of cultural, economic, and environmental ESD were positively enhanced. It concluded that more elementary English lessons for ESD should be developed and taught. Further important implications regarding ESD in elementary English were discussed.

Keywords:

Education for Sustainable Development (ESD), English picture book, elementary English learners, theme-based learning

Acknowledgments

This paper is based on the first author’s master’s thesis.

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