Your browser does not support the PubReader view.
Go to this page to see a list of supporting browsers.
The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 22, No. 0, pp.957-977
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 31 Jan 2022
Received 30 Jul 2022 Revised 10 Sep 2022 Accepted 30 Sep 2022
DOI: https://doi.org/10.15738/kjell.22..202210.957

2015 개정 교육과정 영어 교과서에 나타난 다문화적 요소 분석: 중학교 1학년 교과서를 중심으로

박현민 ; 전자영 ; 이상기
한국교원대학교
한국교원대학교
한국교원대학교
An analysis of mulitcultural aspects found in English textbooks: Focusing on first-year middle school textbooks
Hyun-Min Park ; Jayoung Jeon ; Sang-Ki Lee
(1st author) Graduate Student, Dept. of English Education, Korea National Univ. of Education hmpark79kr@gmail.com
(co-author) Graduate Student, Dept. of English Education, Korea National Univ. of Education goodjayoung1123@gmail.com
(corresponding author) Professor, Korea National Univ. of Education, Tel: 043) 230-3513 slee@knue.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

Multicultural education should aim to help students have an inclusive attitude toward various cultures. Likewise, through English education, students should be encouraged to develop an understanding of themselves, respect others, and grow into individuals who openly communicate with each other. In this study, a total of 13 English textbooks for the current first-year middle school students were analyzed from the perspective of multicultural education. The results of the study showed that a little more effort would be needed to deal with the content in a more balanced way in terms of race and gender. It was also found that Inner and Outer Circle countries’ cultures were treated relatively evenly with Korean culture, and the proportions of cases dealing with contrastive culture and universal culture were higher than those dealing with Korean culture. In addition, while the four core values of multicultural education suggested by Bennett (2010) were all witnessed throughout the analyzed textbooks, there was still room for improvement in terms of the ratio of the details constituting each core value. More detailed findings and implications thereof are discussed.

Keywords:

multicultural education, textbook analysis, middle school English textbook

References

  • 강용순, 김해동, George Whitehead, 권혜연, 구나현, 한경 외(Kang, Y., H. Kim, G. Whitehead, H. Kwon, N. Gu, K. Han et al.). 2018. Middle School English 1. 서울: 다락원(Seoul: Darakwon).
  • 교육부(Ministry of Education). 2015. 『영어과 교육과정』(Curriculum for English Language Education), 교육부 고시 제2015-74호[별책14]. 세종: 교육부(Sejong: Ministry of Education).
  • 교육부(Ministry of Education). 2021. 『2021년 교육기본통계』(2021 Educational Basic Statistics). 월드와이드웹 https://kess.kedi.re.kr/index, 에서 2022년7월10일에 검색했음.
  • 김선미(Kim, S.). 2000. 다문화 교육의 개념과 사회과 적용에 따른 문제(The concept of multicultural education and problems accompanied with its adaption to social studies). ≪사회과교육연구≫(Journal of Social Studies Education) 4, 63-81.
  • 김성곤, 서성기, 이석영, 최동석, 강용구, 김성애 외(Kim, S., S. Seo, S. Lee, D. Choi, Y. Kang, S. Kim et al.). 2018. Middle School English 1. 서울: 엔이능률(Seoul: NE Neungyule).
  • 김진완, 황종배, Judy Yin, 이윤희, 신미경, 조성옥 외(Kim, J., J. Hwang, J. Yin, Y. Lee, M. Shin, S. Cho et al.). 2018. Middle School English 1. 서울: 비상교육(Seoul: Visang Education).
  • 김혜련(Kim, H.). 2003. 초등영어 문화교육: 문화간 의사소통능력의 신장을 위하여(Culture teaching in primary English education: Toward the development of international communicative competence). ≪초등영어교육≫(Primary English Education) 9(1), 69-95.
  • 민찬규, 김윤규, 정현성, 이상기, 최진희, 박세란 외(Min, C., Y. Kim, H. Jung, S.-K. Lee, J. Choi, S. Park et al.). 2018. Middle School English 1. 서울: 지학사(Seoul: Jihak Publishing).
  • 박경태(Park, K.). 2008. 『소수자와 한국사회: 이주노동자, 화교, 혼혈인』(Minorities and Korean society: Migrant workers, overseas Chinese, and people of mixed race). 서울: 후마니타스(Seoul: Humanitas).
  • 박준언, 김명희, 김수연, 박병륜, 양소영, 최희진(Park, J., M. Kim, S. Kim, B. Park, S. Yang and H. Choi). 2018. Middle School English 1. 서울. 와이비엠(Seoul: YBM).
  • 송미정, 권진아, 모윤숙, 신정아, 이수하, 유현주 외(Song, M., J. Kwon, Y. Mo, J. Shin, S. Lee, H. Yoo et al.). 2018. Middle School English 1. 서울: 와이비엠(Seoul: YBM).
  • 양현권, 이창수, 김기택, 최정윤, 고아영(Yang, H., C. Lee, K. Kim, J. Choi and A. Go). 2018. Middle School English 1. 서울: 엔이능률(Seoul: NE Neungyule).
  • 염보라, 안성호(Youm, B. and S. Ahn). 2010. 현행 <영어I> 교과서의 암묵적인 문화적 가정에 대한 분석: 다문화주의 관점에서(An analysis of tacit cultural assumptions in current ‘High School EnglishⅠ’ textbooks: From the perspective of multiculturalism). ≪다문화교육연구≫(Multicultural Education Studies) 3(2), 64-89.
  • 윤정미, 이희경, 강은경, 송형호, 장성욱, 염미선 외(Yoon, J., H. Lee, E. Kang, H. Song, S. Jang, M. Yeom et al.). 2018. Middle School English 1. 서울: 동아출판(Seoul: DongA).
  • 이병민, 이상민, Kim Christian, 고미라, 김수연(Lee, B., S. Lee, C. Kim, M. Go and S. Kim). 2018. Middle School English 1. 서울: 동아출판(Seoul: DongA).
  • 이재영, 안병규, 오준일, 배태일, 김순천, 박성근 외(Lee, J., B. Ahn, J. O, T. Bae, S. Kim, S. Park et al.). 2018. Middle School English 1. 서울: 천재교육(Seoul: Chunjae Education).
  • 이혜원, 이수정, 박찬호, 김형렬(Lee, H., S. Lee, C. Park and H. Kim). 2019. 글로벌 역량 교육의 핵심 학습요소와 영역에 대한 질적 메타분석(Identifying key learning components and dimensions in global competence education: A qualitative meta-analysis), ≪비교교육연구≫(Korean Journal of Comparative Education) 29(1), 1-31.
  • 전세경(Jeon, S.). 2017. 우리나라 다문화교육 정책의 성과 및 특징과 과제에 대한 고찰(A study on the achievements, characteristics and tasks of multicultural education policy in Korea). ≪인구교육≫(Korea Journal of Population Education) 10, 83-105.
  • 전자영, 박현민, 이상기(Jeon, J., H.-M. Park and S.-K. Lee). 2021. 2015 개정 교육과정 영어 교과서의 다문화적 요소 분석: 초등5, 6학년 교과서를 중심으로(An analysis of multicultural aspects found in English textbooks in Korea: Focusing on 5th and 6th elementary school textbooks). ≪외국어교육≫(Foreign Languages Education) 28(3), 153-178.
  • 정사열, 이성림, 홍숙한, 강윤희, 이현주, 성현영(Jung, S., S. Lee, S. Hong, Y. Kang, H. Lee and H. Sung). 2018. Middle School English 1. 서울: 천재교육(Seoul: Chunjae Education).
  • 최연희, 유원호, 박유정, 주혜연, 이수윤, 김기중 외(Choi, Y., W. Yoo, Y. Park, H, Joo, S. Lee, K. Kim et al.). 2018. Middle School English 1. 서울: 미래엔(Seoul: Mirae N Books).
  • 최인철, 박태자, 서원화, 홍우정, 강유나, 송다겸 외(Choi, I., T. Park, W. Seo, W. Hong, Y. Kang, D. Song et al.). 2018. Middle School English 1. 서울: 금성출판사(Seoul: Kumsung Publishing).
  • Bennett, C. I. 2010. Comprehensive Multicultural Education: Theory and Practice (7th ed.). Boston: Allyn & Bacon.
  • Hunter, B., White, G. P., and Godbey, G. C. 2006. What does it mean to be globally competent? Journal of Studies in International Education 10(3), 267-285. [https://doi.org/10.1177/1028315306286930]
  • Kachru, B. 1998. Standards, Codification and Sociolinguistic Realism: The English Language in the Outer Circle. Cambridge: Cambridge University Press.
  • Muller, R. 1988. “The Need for Global Education”(from a speech presented by World Federalists of Canada, see “Can Man Save This Fragile Earth?” National Geographic 174(6).
  • OECD. 2018. Preparing out youth for an inclusive and sustainable world: The OECD PISA global competence framework. Retrieved from https://www.oecd.org/education/Global-competency-for-an-inclusive-world.pdf