Perceived Proficiency and Confidence of Korean Mothers as English Teachers

Abstract

As the proliferation of private academies in Korea continues, the cost of child education to families also grows. This study discusses the emergence of the teaching mother on the educational scene in South Korea and examines a group of graduates of a young learner TESOL program in Seoul who intend to teach their own children. Participants are surveyed about their perceived proficiency in English and their confidence in teaching various skill areas to their own children. The results of the survey indicate strong relationships between self-reported language proficiency and confidence in teaching speaking and listening skills, as well as some reading skills, but no relationship with teaching writing skills.