Unresolved issues and new challenges in teaching English to young learners: the case of South Korea

Abstract

The introduction of languages, especially English, into the primary curriculum around the world has been one of the major language-in-education policy developments in recent years. In countries where English has been compulsory for a number of years, the question arises as to what extent the numerous and well-documented challenges faced by the initial implementation of early language learning policies have been overcome and whether new challenges have arisen as policies have become consolidated. This article therefore focuses on South Korea, where English has been compulsory in primary school since 1997. The issues raised by the introduction of English into the primary curriculum are reviewed and the current situation in South Korea is investigated. The results of a mixed methods study using survey data from 125 Korean primary school teachers, together with data from a small-scale case study of one teacher are presented. The study shows that, while some of the initial problems caused by the introduction of early language learning appear to have been addressed, other challenges persist. Moreover, the data reveal the emergence of a number of new challenges faced by primary school teachers of English as they seek to implement government policy.

Keywords:

• language-in-education
• early language learning
• teaching English to young learners
• teacher education

Acknowledgements

This article is an output from the ELT Research Award scheme funded by the British Council to promote innovation in English language teaching research. The views expressed are not necessarily those of the British Council.

Notes on contributor

Sue Garton is Senior Lecturer in TESOL and Director of Postgraduate Programmes in English at Aston University, UK. She taught English in Italy for many years, especially at undergraduate level. Her research interests are in language teacher education, classroom interaction and language teaching policy and practice. She has co-edited, with Keith Richards, a collection of papers about the discourses of TESOL entitled Professional Encounters in TESOL: Discourses of Teachers in Teaching. Her latest book, From Knowledge to Experience in ELT, is co-authored with Julian Edge and is part of the Oxford Handbooks for Language Teachers series.

Notes

1 See http://www.talk.go.kr/

2 Coursebooks are often published with an accompanying teacher's book with suggestions for activities and a student's workbook with further exercises.

3 I would like to thank one of the survey teachers for this observation.

4 http://english.moe.go.kr/web/40444/site/contents/en/en_0275.jsp (accessed 20 June 2013)