ScholarWorks@숙명여자대학교

초록

Language-in-education policy is a product of socio-political, cultural, and economic situations, particularly more so in the age of English as a Global language. Such a status of English has given a great impact on educational policies of Asian countries including Korea. The current research places its emphasis on teachers’ perception since teachers are truly instrumental as major agents in success of any language policy. Even when they are placed at the bottom in the policy translation procedure, from ‘macro,’ through ‘maso,’ to ‘micro’level, they are the central determinants. Under the premise that their reception of the policy reflects the policy success level, their perception of the policy and educational applications were explored. The survey results through around 151 elementary and middle school teachers were analyzed. In addition, an in-depth interview was conducted with 10 middle school teachers to look into more delicate dimensions. Their general understanding and receptions of the policy looked positive. However, in the application level, they experienced difficulty due to constructional variables in their classrooms or from a lack of applicable teaching models. More attention needs to be paid to provide training programs to meet their needs to better guarantee the success of the educational policy

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