미국에서의 국제 영어 교사 양성 실태와 바람직한 교사 자질

Abstract

I propose that the administrators of the MA and Ph.D. programs in Teaching Korean as a Second/Foreign Language scrutinize the ESL and Korean Language Programs at the University of Hawaii (UH) and establish/revise their programs, as is done at the UH, on the basis of empirical research results in second language acquisition so that their students may be trained in reflective teaching. I also propose to the students that they prepare themselves to become reflective teachers. Among the many requirements for such a teacher, along with theory of second language acquisition, mastery of the grammars of the students' native language and target language is one of the foremost and indispensable preparations, particularly when the two languages involved are distinctively different in grammar. The grammar with which they have to familiarize themselves is not a linguistic grammar but a pedagogical one.