The Korean Association for the Study of English Language and Linguistics

Korean Journal of English Language and Linguistics - Vol. 23
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Korea Journal of English Language and Linguistics - Vol. 23, No. 0, pp. 587-609
Abbreviation: KASELL
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Received 13 Jul 2023 Revised 18 Jul 2023 Accepted 26 Jul 2023
DOI: https://doi.org/10.15738/kjell.23..202307.586

3~4학년군 영어 문자 언어 지도에 관한 초등교사의 인식과 경험 및 관련 요인 탐구
한은옥 ; 안경자

Exploring Korean elementary teachers’ perceptions, experiences, and related factors of teaching written English for 3rd and 4th graders
Eunok Han ; Kyungja Ahn
(1st author) Teacher, Seoul Haengrim Elementary School Tel: 02-523-1352 E-mail: (catbus99@sen.es.kr)
(corresponding author) Professor, Dept. of English Education, Seoul National University of Education Tel: 02-3475-2565 E-mail: (kjahn@snue.ac.kr)

© 2023 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 Korean elementary school teachers’ perceptions, experiences, and the factors related to teaching written English (reading and writing) for 3rd and 4th graders through a mixed-methods approach. A survey was conducted with 255 elementary school teachers, and in-depth interviews were also conducted with 8 participants. The data were quantitatively and qualitatively analyzed. The findings are as follows: (1) Teachers tend to prioritize spoken language over written language in teaching English for 3rd and 4th graders. (2) They reported using textbooks extensively in teaching written English, but they revealed difficulties teaching different levels of students in the classroom. (3) Teachers’ schooling, teacher education, and classroom teaching experiences influenced their perceptions and instructional practices of teaching reading and writing. In particular, the context-dependent and discontinuous nature of elementary teachers’ English instruction and the lack of professional development opportunities hindered teacher development in written language instruction. In order to develop English learners’ literacy skills emphasized in the revised national curriculum, it is necessary to support English teachers in raising their awareness of teaching written language and enhancing their expertise in written English instruction. Further important implications regarding teaching English literacy skills and English teachers’ professional development are discussed.

Keywords: teaching English written language, teaching English reading and writing, literacy skills instruction, elementary school teachers, second language teacher education
Acknowledgments

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

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