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The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 22, No. 0, pp.706-729
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 31 Jan 2022
Received 17 May 2022 Revised 18 Jul 2022 Accepted 31 Jul 2022
DOI: https://doi.org/10.15738/kjell.22..202207.706

초등 영어 교사의 학습 소외 학생 교수 경험에 관한 내러티브 탐구

오진은 ; 안경자
서울동자초등학교
서울교육대학교
A narrative inquiry into the teaching experience of an elementary English teacher of students alienated from English learning
Oh, Jineun ; Ahn, Kyungja
(1st author) Teacher, Seoul Dong-ja Elementary School, Tel: 02-444-1349 dhwlsdms@sen.go.kr
(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 aims to investigate an elementary English teacher’s experience in teaching students alienated from English learning based on narrative inquiry. The participant was Teacher A with 14 years of English teaching experience. Six interviews were collected, transcribed, and analyzed qualitatively. It was found that Teacher A’s experience in teaching students alienated from learning was developed into four stages: (1) As a novice English teacher, she considered the students alienated from learning as underachievers (survival and identity). (2) She taught extracurricular classes for the underachievers to improve individual students’ learning and learning environment (challenge and growth). (3) She reflected on her teaching, the curriculum, and the textbooks, considering learner-centered instruction (reflection and awareness). (4) She implemented task-based collaborative project learning (transformation and maturity). Teacher A’s experience showed her concept transformation on alienated learners from underachievers who needed correction to those who had difficulty in peer relationship and collaboration. The findings implied that teachers can facilitate alienated students’ learning through (1) reflection on her teaching and curriculum, (2) transformation of concepts on alienated students, and (3) implementation of the learner-centered and learner-directed collaborative learning. Further important implications regarding teaching English alienated students and English teacher development were discussed.

Keywords:

elementary English education, teacher reflection, learning alienation, underachievers, narrative inquiry

Acknowledgments

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

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