영어교육 개혁에 따른 문제점과 개선책

Abstract

During the 1990s, the Ministry of Education and Human Resources (MOE) of Korea introduced and implemented several innovative measures to reform English education. Among them were introduction of the Teacher Employment Examination, curriculum changes in teacher education colleges, the 7th National Curricula, and the College Scholastic Ability Test (CSAT). The present paper discusses problems resulting from these reforms in English education Although the proportions of courses in language skills and pedagogy increased significantly as a result of the introduction of the Teacher Employment Examination and MOE' s encouragement for standardization of curricula in teacher education institutes, their proportions still need to be further increased to produce more competent English teachers. What is not so productive for English education is that the MOE converted other-subject teachers into English teachers through short retraining programs, instead of laying them off, producing not-so-fully qualified teachers. The 7th National Curricula require primary and secondary school English classes to provide remedial and advanced level activities based on the baseline course achievements. This new requirement has both theoretical and practical problems, as it may result in perpetuation of social stratification and as the teachers usually do not have time and energy to prepare multi-level instruction at the same time. Performance assessment and teaching English through English are also burdensome to the teachers, as they are not competent enough to conduct them. The CSAT has been criticized for its recent trend of easy tests that have had detrimental effects on students' motivation and abilities. Then the CSAT of 2002 was too difficult, causing confusion and frustration to students, parents, and high school teachers. Suggestions for improvement include changes in the system, the environment, and the teachers. System changes include increased support to teacher education colleges, long-term supply plans of teachers, and intensified retraining programs and policies. Environmental changes can be made by schools providing more multi-media teaching aids and out-of-school activities. Teachers themselves should also make efforts to change in their attitudes and roles, and thus continue to develop professionally. Continued education, networking, and reflective teaching are suggested to help teachers' professional development.